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This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States, Turkey, Taiwan, South Korea, Ireland, England, Colombia, Macedonia, India, Thailand, Slovakia, Indonesia, Spain, Malaysia, Finland, and Ukraine. The research findings provide an overview of chemical materials that students often experience misconceptions about and the types of misconceptions about these chemical materials. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

To create general awareness among students and assess their level of chemical safety knowledge and attitudes, an online chemical safety survey was completed by chemistry students at Jai Hind Educational Trust's (JET's), Z. B. Patil College in Dhule, India, and Concord University in Athens, West Virginia, USA during the 2020-2021 academic year. A total of 221 students participated in the survey that comprised of 20 questions covering three criteria: chemical laboratory safety practices, safety knowledge and attitudes, and identification of basic hazard warning symbols. The results of the survey indicated that almost all students (97% total) were aware and have received training on safety procedures at their respective institutions. However, a significant number of students reported not wearing closed-toe shoes, a laboratory coat, or safety goggles and were unable to correctly identify basic GHS symbols and require additional training on handling general chemical waste. Through comparative analysis it was determined that a statistically significant relationship exists between the institutions and some of the survey questions. Careful analysis of these results revealed that institutional policies and educators play a key role in shaping student attitudes toward chemical safety and practices. Inferring from the insights gained from the study, possible strategies to help address these deficiencies are proposed. These findings add to the global discussion regarding chemical safety, while helping both domestic and international chemical safety policymakers to make changes to promote chemical safety awareness.

A study on the misconceptions developed or held by teachers related to the two terms valence and valency was undertaken. A total of 48 teachers (26 males and 22 females) teaching the chemistry component of science subject to 14-16-year-old students, in 48 schools affiliated to one district, were randomly selected for the study by taking one teacher from each school. One session was devoted for administering the questionnaire among the teachers and second session (with a gap of 1 day) was for addressing the teacher's misconceptions. From the analysis of the responses, it was found that the two terms although they have the same meaning were misconceived as having different meanings. Due to this, a misleading relationship between the two terms was discovered. Even the highest numerical value of valence was misconceived. The possible reasons for these misconceptions were identified. A simple, brief, and precise description of the concepts was presented to remove the misconceptions of the teachers.

Demographically India is in a very unique position compared to many other countries in the world. At present, the under-25 population in India is more than 50% of India's total population, and it is predicted that it would comprise ~25% of the world population within the next decade. This "demographic dividend" provides India with a solid platform to explore different possibilities in the field of education and research, especially after the approval of the new National Education Policy (NEP) in 2020. NEP 2020 proposed drastic changes for both the school and higher education systems--including a brand new academic structure 5 + 3 + 3 + 4, increased focus on experiential learning and higher-order thinking skills, innovative and technique-based pedagogy, new evaluation techniques, teacher training, and online learning. In light of these proposed changes in the educational system, we have discussed a brief history of chemistry education and research in India and its present scenario. We have examined the growing trend of the increasing number of students pursuing science, particularly in chemistry (PhDs in chemistry accounting for almost 20% of PhDs in science in India). We also debated the quality and impact of research publications from India. Finally, we scrutinized the challenges faced by chemistry education in India and explored different opportunities based on the new NEP to unleash the full potential of chemistry education and research in India.

The tribal communities in South India, especially those in the Wayanad region in the proximity of Kerala state, have low literacy rates and occupy a socio-culturally marginalized status among various demographic clusters in India. The pedagogies employed through mainstream schooling do not appeal to the students in the tribal community, resulting in high dropout rates. Therefore, Madras Christian College, Chennai, has identified tribal communities as an underrepresented group in Indian science education proposing to engage them through "Service Learning Science Camps". Herein we document our activities as formative assessment through teaching chemistry to tribal school children and consolidate the experiences gained by both the student volunteers and tribal students for prospective research. The program enabled the student mentors to explore their leadership skills while administering the science camps. In addition to this, the camps created a pleasurable environment for learning chemistry for the tribal children and increased their inclination toward science. This exercise helps students to change their perception toward tribals and bridge the gap between them by providing a welcoming and supportive environment for pleasurable learning. We propose these camps as a model to reach out and popularize chemistry among the overlooked communities, simultaneously nurturing the minds of college students toward creating an inclusive future.

The sudden COVID-19 outbreak has obstructed the conventional method of teaching causing a mandated shift to virtual platforms. A developing country like India which predominantly depended on conventional methods of teaching and learning in the pre-COVID era is gradually gaining success in effectively transitioning into virtual classrooms with the aid of digital programs and online platforms to resume theoretical education. However, chemistry education, in particular, which involves the physical approach to experimentation in conventional laboratories, requires a practical and effective alternative in the virtual arena. Though the country's digital progress has provided virtual experiments that can be helpful in laboratory learning, only very few instructors/teachers are aware of such opportunities. The adaptability and accessibility to virtual laboratories in the Indian context also remain unclear due to various factors that influence the transition from conventional laboratories to virtual laboratories. Therefore, we attempted to evaluate the learning prospects of students by taking up the Royal Society of Chemistry (RSC) screen experiments for virtual titration as an example. This article aims to reflect information from the feedback of students on their first virtual laboratory experience and after completing an academic year to record learning outcomes in comparison to their prior experience on conventionally carrying out titration experiments and to highlight the features of the virtual laboratories that were preferred by students. Among the various components of the virtual laboratory, students state that the quiz is a component that is engaging and ensures knowledge progression. Conclusively, the students perceive that virtual laboratory experiments should be an integrated part of the laboratory curriculum for enhanced learning. In summary, our work throws light on the need for virtual laboratories in chemistry education in India and its prospect in the postpandemic period.

A significant consequence of the COVID-19 pandemic in higher education has been the almost universal switch to a completely online modality of teaching. This work evaluates the efforts taken in teaching a freshmen general chemistry course at IISER Tirupati to students in India during the pandemic. Instructors used a multipronged approach to achieve course outcomes: PowerPoint lectures interspersed with chats and polls for basic content in topics such as behavior of gases, solutions, or introduction to periodic properties and chemical bonding while using a chalkboard or a digital device for problem solving modules and stereochemistry topics. Analysis of student surveys provided valuable insight into the perceived effectiveness of our teaching strategies, learning resources, and assessments. However, they also indicated challenges and concerns from the perspectives of both the students and the instructors. Overall, students expressed positive feedback on effective learning in the online mode; but given a choice, both students and instructors prefer in-class face-to-face learning. This report on our collective experience will hopefully guide faculty in designing their strategies for online courses in chemistry in the future to enhance student learning and engagement.

Formative assessment--assessment intended to enhance teaching and learning--is an indispensable part of a teacher's tools. As opposed to summative assessment, formative assessment is carried out periodically through the course to get an insight into the students' understanding of the content. Formative assessment is tacit, but planned formative assessments help the teacher and the learner better in their objectives. This article presents the use of a game show format--Who Wants To Be A Millionaire--in a postgraduate chemistry classroom for a formative assessment that was both fun and engaging. The article is an attempt to disseminate a good practice in chemistry education to a wider audience to be adopted as deemed fit.

In the wake of increasing evidence that students' positive attitudes towards science particularly in chemistry and physics change strikingly as they move up in school, this study explores student perception of intrinsic and extrinsic factors that make them feel cognitive load in learning physics, chemistry and biology resulting in difficulty to learn these subjects. A four-fold classification of student perception of factors related to nature of subjects and their teaching learning with varying level of control over them for teachers is designed to develop a questionnaire, which was used to obtain student rating on difficulties. The sample is 300 high school students from Kerala. The differences among student difficulty in science disciplines is more due to the nature of subject matter and is minimal from factors related to teaching-learning over which teachers have a high degree of control. Results indicate that intrinsic cognitive load inherent in the nature of physics and to a fair extent in chemistry interacts with extrinsic factors in teaching and especially in students' effort to learn them to make these subjects more difficult to learn. A good proportion of variation in student perception of difficulties in physics, chemistry and biology originates from what students feel generally about the nature of content included in school science and the way it is taught which calls for school science curriculum reforms.

This paper entitled as "Impact of E-Content on Learning Chemistry at Higher Secondary Level" is tried to test the impact of the multimedia courseware in studying chemistry at the XI standard level by picking a sample of 40 students by containing 20 each with control and experimental group by adopting pre-test and post-test control group design. It attains that there is a significant difference that was built in the experimental group compared with the control group. So it is approved to update the studying strategy at the XI std in learning chemistry. It is also established that this experiment also appreciates the passing percentage.

Online teaching and learning as an electronically supported approach relies mainly on the Internet as the medium for knowledge transmission. The utmost efforts are being made so that learning will be possible, even during the time of the COVID-19 pandemic, while also maintaining academic integrity. In this paper, we discuss the major steps taken to foster the educational needs of chemistry students in India along with the major challenges faced by Indian teachers and learners. Transmission of education involves all-round and far-ranging development of the learners. This paper elaborates on how the activities being carried out in everyday classrooms could not be replicated efficiently in an online teaching--learning platform. Great attention was given to maintaining academic integrity; this was reflected in the process of moving instruction online.

The COVID-19 pandemic has caused the loss of many lives and transformed the global educational system. This has resulted in a rapid transition from face-to-face classroom meetings to online education delivery. Online education provides another opportunity to engage students during crises, such as pandemics. However, during the transition to online education, both students and educators faced tremendous challenges, especially at rural locations. To shed light on these experiences, we conducted a survey to learn more about student learning and engagement in two similarly sized institutions in Dhule, India, and St. Cloud, USA. The data collected provides an insight into student engagement and their learning during the crisis. About 49% of participants from Dhule reported that internet issues were a major challenge they faced, while 19% of participants reported a financial burden as a major challenge met during the pandemic. In comparison, 63% of participants from St. Cloud reported that internet issues were a major challenge they faced, while 11% of participants reported financial burden as a major challenge they faced. However, only 22% and 9% of the students from Dhule and St. Cloud, respectively, rated the level of chemistry learned during the crisis as exceptional. Through analysis of these results, strategies to overcome some of the challenges and improve student learning outcomes are presented.

Recently, a number of studies have examined the lived experiences of the international teaching assistants (ITAs) in the U.S. classrooms. The findings show that the ITAs face many challenges such as classroom management, instructional, linguistic, cultural and social challenges. Following this line of research, this interview-based study examined the lived experiences of a group of ITAs using a qualitative methodology. The qualitative approach was intentionally selected to add an interpretive stance to the quantitative analyses prevalent in the current research on the ITAs. The paper aims to: (1) to provide insights into the ITAs' perspectives on their first semester of teaching in the U.S. including determining the challenges they face and (2) to consider possible revisions to existing ITAs' preparation programs based on the ITAs' own perspectives and a review of the available literature. This study contributes to the field by presenting information that has the potential to prompt future empirical investigations into educational cultures as they apply to novice instructors in international contexts and to inform and renew curricula for ITAs' preparation programs at the U.S. universities.

In the context of growing empirical evidence to lack of clear understanding of the language of the science content, undesirable student outcomes including difficulty in learning science and a lack of interest with their science content area, and chemistry being particularly loaded with specialized terminology of its own, this study analyzed the vocabulary in higher Secondary School chemistry textbooks published by NCERT. Forty eight terms were identified and categorized into four broad areas namely Inorganic chemistry, physical chemistry, Thermodynamics & Electo Chemistry and Organic chemistry. Difficulty with select words was studied through a sample survey among a random sample of 200 class X11students of chemistry in higher secondary schools. Meanings of prefixes like diazo, ampho, syn and photo, and suffixes like oid (eg.,actinoid), were not recognised by majority of students. Meanings of terms like ferromagnetic, solvate, and aprotic also were not recognised by majority.

In Andhra Pradesh, India, chemical experimenting in under graduate college labs by students is neglected because most of the intermediate (10+1 and 10+2) students concentrate on writing competitive exams like EAMCET (Engineering and Medical Common Entrance Test), IIT JEE (Indian Institute of Technology Joint Entrance Test), AIEEE (All India Engineering Entrance Examination), AFMS (Armed Forces Medical Services), AIMS (All India Institute of Medical Science). The students spend most of their time in preparing for competitive exams, practicing bits, and writing many model exams. Even Parents, staff, and management are also motivated and allow the students towards preparation for competitive exams because of the increase in number of engineering seats and demand of medical seats. Ultimately, the quality and quantity of students who join the B.Sc. (Bachelor of Science) has been decreasing day by day. Even after joining the B.Sc., the students are motivated towards immediate white collared job oriented courses like M.C.A (Master of Computer Applications) and M.B.A (Master Business Administration) and spending their time for preparing for competitive exams for those courses. Only a few students are interested to join Post graduation in chemistry and try to learn experimental skills in chemistry laboratory. However, the motivated students towards undergraduate chemistry will be demotivated towards it due to lack of fundamentals in chemistry (in 10+2 level), which are essential for better job market. Ultimately, the students are in confusion and neglect learning the skills in doing experiments in chemistry lab. The present paper focuses on the thorough quest of one such teacher who strives for his own professional development. He has developed his own method of guiding the students for their improvement of skills in doing experiments in lab. The teacher explored solutions to his problems or problems of students by sorting out the critical incidents from his own laboratory experiences, documented through regular journal writing. The teacher cum researcher guided the students to overcome the difficulties in: (1) Determination of melting point; (2) Determination of Boiling Point; (3) Test for Extra elements; (4) Ignition Test for Aliphatic/Aromatic/Carbohydrate/Amide; and (5) Test for Functional groups.

In view of student shift away from science at advanced levels, and gender and locale based divergence in interest in studying physics, chemistry and biology, this study explores experience categories that significantly contribute to interest in science on a sample of upper primary school students from Kerala, India. A series of multiple regression analyses, on data from a Likert type scale of Out-of-school Science Experiences and Scale of Interest in Science towards frequency of experience and degree of interest respectively, revealed moderate influence of out-of-school experiences on interest in science. While biology related experiences and chemistry experiments influence interest in science more among girls, physics activity and biology experimentation influenced boys' interest more. Simple experimental acts are more influential on interest in science for girls than boys. Urban students' enhanced interest in science over their rural counterparts is attributable to the former's more indirect, vicarious experiences, including observation. (Contains 3 tables.)

The present study aimed at finding the effectiveness of the Laboratory Training Model of Teaching (LTM) and comparing it with the traditional methods of teaching chemistry to seventh standard students. It strived to determine whether the (LTM) method in chemistry would be significantly more effective than the Traditional method in respect to the male and female students' overall as well as component-based achievement and retention in chemistry. Four homogenous groups of seventh standard students from two English medium primary schools in Mysore in India were selected adopting purposive sampling technique. Thirty students were selected from each class and hence 60 male and female students from school A and 60 from school B formed the sample of the study. Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. The 120 students of all the experimental and control groups were given the post-test at the end of the experimental work to both the experimental and control groups to measure their terminal behavior. The researcher-constructed and validated achievement test of chemistry was administered to the subjects in experimental and control groups at the end of the instruction to measure their achievement in chemistry. After a gap of one month, the delayed post-test for achievement in chemistry was administered to the experimental and the control groups to determine the retention level of the students. The statistical technique used to analyze the obtained research data was the independent sample t-test. The findings of the study indicated that as far as the overall achievement and retention in chemistry is concerned, the (LTM) method of teaching chemistry were much more effective than the traditional method. As for the components of achievement and retention: comprehension, application, and skills in chemistry, the (LTM) method was more effective than the Traditional method except knowledge component. But the component of knowledge in achievement and retention in Traditional method was more effective than (LTM) method in chemistry.

Background: Chemistry students often complain that they are unmotivated because they see no applications of chemical principles in "real life." It was thus decided to put into use the knowledge gained during the course on water quality and analysis. Learning the principles of quantitative chemical analysis requires innovative, hands-on laboratory experiences that would challenge students to think independently about a problem. Aims: The water project selected by the Department of Chemistry was meant to serve two purposes. One of the objectives of the programme is to increase student interest and critical thinking skills while reinforcing the concepts learnt in the classroom. The second objective is to remind the students of the benefits derived from the society. With a view to enrich the moral and civic values inherent in serving others, this project was integrated into community service to form a package called "Service Learning" and this package formed a part of the curriculum. Sample: A community pond near the College was chosen for its restoration and the local residents were made partners of this project. Method: The students first interacted with the community and got their views and concurrence regarding the restoration of pond ecosystem. Then the pond water was analysed for the physical and chemical parameters and on the basis of the result, restoration process was carried out. In order to evaluate the effectiveness of the service-learning component, students were surveyed at the end of the semester about their service-learning experiences. Result: The students with the help of local community and the municipal authorities were able to completely restore the quality of the pond water. The students responded very favorably to the service learning programme involving the water project. The programme, in the opinion of the students was both challenging and time consuming. The service-learning project achieved the educational objectives of requiring the students to think critically and work as a team. Almost all students agreed they had learned more about course concepts as a result of their service-learning experience, and the majority felt their service-learning activity provided a needed service to the community. Conclusion: It was observed that effectively linking service-learning to course content not only offered students a powerful opportunity to maximize academic learning, but also promoted their personal growth and instilled a commitment to lifelong, civic engagement. (Contains 4 tables.)

To improve the quality of education, it is important for teachers to have an understanding of action research. Action research is 'learning by doing', which involves identifying a problem, looking for a plan to resolve it, observing how successful it is and, if not satisfied, trying again. Action research helps educators to be more effective in their teaching and in the development of their students. This article focuses on how the problem teachers were having with demonstrating the preparation of iron(II) sulfide to students was solved.

The Open Distance Learning (ODL) concept is fast becoming popular all over the world and it has a lot of relevance for a highly populated country like India. However, the most important aspect of this type of teaching-learning process is establishment of the credibility especially when the laboratory based science programmes are delivered from such institutions. The apprehensions arise because teaching laboratory based science related subjects at a distance is difficult due to students' compulsory presence for the experimental work and also the cost involvement. Through this paper we intend to establish the credibility and authenticity of the B.Sc. (major) in chemistry programme by giving a brief comparative account of IGNOU and conventional university courses. It discusses the delivery aspects of this programme highlighting the existing delivery mechanism, analyses the weaknesses in the present system substantiated by a survey study and also suggests some new approaches to make chemistry courses more effective from learner's learning point of view. The survey study has been helpful also in suggesting appropriate technologies for the effective delivery of Chemistry courses. (Contains 6 tables.)

This article presents an instructional strategy called Premise-Reasoning- Outcome (PRO) designed to support students in the construction of scientific explanations. Informed by the philosophy of science and linguistic studies of science, the PRO strategy involves identifying three components of a scientific explanation: (i) premise--an accepted principle or fact that provides the basis of the explanation, (ii) reasoning--logical consequences that follow from the premise and (iii) outcome--the phenomenon to be explained. Based on a year of study in four physics and chemistry classrooms, the article reports on how the teachers integrated the PRO strategy in their science teaching.

The profound advances in the biomolecular sciences over the last decades have enabled similar advances in biomedicine. These advances have increasingly challenged our abilities to deploy them in an equitable and ethically acceptable manner. As such, it has become necessary and important to teach biomedical and scientific ethics to our students who will become the researchers, medical professionals, and global citizens of the future. As advances in the biosciences and medicine are made, developed, and used across the globe, our survival on an endangered planet requires global dialog and consensual action. To that end, a group of us from around the world have come together to describe the differing foundations of our ethical beliefs, and how ethical issues in biomedicine and in science are described and confronted in our countries. We hope to show the commonality in our beliefs and practices and to encourage readers from around the world to contribute to a continuing discussion through a new section of the journal, The Global Ethics Corner.

This article gives a brief introduction to the structure of higher education programs in chemical and general sciences in India. The lack of high-quality chemical education in India in the past is traced back to the economic and social developments of the past. Remedial measures undertaken recently to improve the overall quality of chemical education and research are indicated. For the chemical education community worldwide, opportunities in India for enhancing chemistry education quality through collaborations in technical and commercial undertakings are indicated.

This paper describes an inexpensive experiment to determine the carbonyl stretching frequency of an organic keto compound in its ground state and first electronic excited state. The experiment is simple to execute, clarifies some of the fundamental concepts of spectroscopy, and is appropriate for a basic spectroscopy laboratory course. The experiment is complemented by an optional computational component.

The purpose of this study was to investigate inscriptions used in "Types of Chemical Reactions" topic in Turkish, Indian, and American chemistry textbooks. We investigated both the types of inscriptions and how they were used in textbooks to support learning. A conceptual analysis method was employed to determine how those textbooks use inscriptions to present "Types of Chemical Reactions." Results revealed that textbooks disproportionately used inscriptions at symbolic level and failed to present sub-microscopic level. Moreover, in Turkish and Indian books, explicit connections between all three levels of inscriptions were inadequate whereas American textbook had them sufficiently. Inscriptions including multiple levels were provided simultaneously in American textbook. This research will contribute to growing literature of international studies about use of inscriptions in science textbooks.

A simple method to introduce the modern periodic table of elements at the high school level as a game of solving a crossword puzzle is presented here. A survey to test the effectiveness of this new method relative to the conventional method, involving use of a wall-mounted chart of the periodic table, was conducted on a convenience sample. This sample comprised over 200 school students learning introductory chemistry in India. The study sample of about 100 students was identified on the basis of a test. In the new method, a blank chart of the modern periodic table was used as an educational aid. Students entered symbols of elements in the blank chart in a manner very similar to solving a crossword puzzle by making use of clues provided to them. The scores of the tests conducted before and after the introduction to the periodic table to the treatment and control groups of the students, by the new and the conventional method, respectively, were analyzed. The comparison demonstrated the new method to be more effective than the conventional method in facilitating the students in constructing knowledge through hands-on learning regarding the structure and characteristics of the periodic table, namely, the periodicity and the predictability of elemental properties.

Research suggests that problem-solving skills are transferable across domains. This claim, however, needs further empirical substantiation. We suggest correlation studies as a methodology for making preliminary inferences about transfer. The correlation of the physics performance of students with their performance in chemistry and mathematics in highly competitive problem-solving examinations was studied using a massive database. The sample sizes ranged from hundreds to a few hundred thousand. Encouraged by the presence of significant correlations, we interviewed 20 students to explore the pedagogic potential of physics in imparting transferable problem-solving skills. We report strategies and practices relevant to physics employed by these students which foster transfer.

This study deals with the application of constructivist approach through individual and cooperative modes of spider and hierarchical concept maps to achieve meaningful learning on science concepts (e.g. acids, bases & salts, physical and chemical changes). The main research questions were: Q (1): is there any difference in individual and cooperative modes of spider concept maps' to achieve meaningful learning in science? Q (2): is there any difference in individual and cooperative modes of hierarchical concept maps' to achieve meaningful learning in science? Q (3): out of spider and hierarchical maps, which one is more effective to achieve meaningful learning in science? Q (4): is this concept map is being applicable for constructivist approach? Sixty-four 7th grade students from an Indian elementary school participated in the study. Thirty-four and thirty participants treated through spider and hierarchical concept map approach with both cooperative and individual modes. It was an immediate and delayed test experimental design. Two teaching approaches used for two experimental groups: one based upon spider concept map approach and other was hierarchical map approach. After all, students' immediate and delayed, cooperative and individual map of both groups were scored and analyzed by using, Jena & Panda, 2009 scoring procedure. The parametric tests, such as one-way ANOVA and Tukey-Kramer Multiple Comparisons Test used to identify any differences between spider and hierarchical map approach, concerning cooperative and individual modes of learning. Both cooperative spider and hierarchical concept map were significantly better than individual learning in science concept. Therefore, concept map is a constructivist learning. (Contains 2 figures and 6 tables.)

Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in chemistry. Laboratory exercises are designed based on Bloom's taxonomy and a just-in-time facilitation approach is used. A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems. The performance of the students is assessed based on their ability to perform the experiment, design new experiments and correlate practical utility of the course module with real life. The novelty of the present approach lies in the fact that the learning outcomes of the existing experiments are achieved through establishing a relationship with real-world problems. (Contains 2 tables and 3 figures.)

Purpose: The purpose of this paper is to analyse the use of electronic journals from the INFONET consortium by faculty and research scholars of physics and chemistry at Kurukshetra University, India. Design/methodology/approach: The paper is based on the results of a questionnaire distributed to all the teachers and research scholars of the two departments. Findings: The main findings are that the respondents are more attracted towards e-journals than print journals. However, they depend more on open-source materials than those available via INFONET. Respondents also identified the need for training in using e-resources and retrieving information from them from time-to-time. Originality/value: The use of e-resources, particularly e-journals, is increasing in the developing countries. Studies such as this one are required to understand the problems faced by the users and to increase the use of e-resources. (Contains 17 tables.)

Purpose: This paper aims to give a brief description of some chemistry portals available worldwide, followed by a description of the chemistry portal developed for Panjab University Library, Chandigarh (India). Design/methodology/approach: A well-structured chemistry portal was designed for chemistry and its allied departments at Panjab University based on studies of other chemistry portals worldwide. Findings: All the students, research scholars and faculty members of chemistry and allied subjects are deriving benefit from the use of this portal. Research limitations/implications: The paper provides information about chemistry portals available worldwide. However, only selected portals are presented. Moreover, the information sources included in the chemistry portal may also not be exhaustive. Practical implications: The paper would be of help to librarians who plan to develop such portals for other subjects. Originality/value: The success of the portal has led to a demand from other departments in the university for developing subject portals in their subject areas. (Contains 16 figures.)

In this paper we describe the development and evaluation of two activities for delivery in first year B.Sc. and M.Chem. degree courses, in which we introduced an international context representing either a linguistic or a cultural modification to the previously developed case studies. The case studies focus on an industrial and an environmental scenario. The industrial scenario was recast within a site based in India, whilst the environmental scenario introduced material in several European languages. Evaluation of student attitudes before and after the engagement with the activities suggest that their attitudes towards working in a non-UK environment and towards language learning had become more positive.

In about twenty years, starting in 1984, Bangalore has become the fourth best "Global Hub of Technological Innovation", according to Business Week. This article reviews the major milestones in Bangalore's development and the interactive roles of government, universities and private entrepreneurs. The author offers a new model: innovation is not a state but a process, comparable to the chemical process of crystal formation and growth.

Reviews a pilot project (teaching science) in India. Objectives included the following: developing reliable locally-produced low-cost equipment; finding experiments compatible with the equipment that illustrate principles and practice of modern chemistry; providing teachers with workshops, manuals, and videotapes; establishing a production unit to supply kits and assembled equipment; and encouraging curriculum changes that enable students to be better trained for careers in chemistry. (AEF)

Describes a study of Indian and Fijian pre-service primary teachers that reveals how many hold alternative conceptions of fundamental scientific concepts. Focuses on conservation of matter. (DDR)

Written test was developed and administered to diagnose misconceptions in different areas of chemical equilibrium among 162 undergraduate chemistry students and 69 teachers of chemistry. Responses reveal widespread misconceptions among students and teachers in areas related to the prediction of equilibrium conditions, rate and equilibrium, applying equilibrium principles to daily life, and to acid-base and ionic solutions in water. (Author)

Qualitative analysis of inorganic salts and mixtures is an essential experiment carried out in high school, undergraduate, and postgraduate levels all over the world especially in India and South Asia. The classical technique uses H[subscript 2]S, which is highly toxic and has adverse effects on humans and the environment. Increasing awareness concerning a healthy environment has prompted us to develop a green scheme for detection of cations. NH[subscript 4] [superscript +] and K[superscript +] are detected directly in group zero. Pb[superscript 2+] and Ag[superscript +] are detected in group I as chlorides using dilute HCl. Ca[superscript 2+], Sr[superscript 2+], Ba[superscript 2+], and Pb[superscript 2+] are precipitated in group II as sulfates using Na[subscript 2]SO[subscript 4](aq) and ethanol. Cu[superscript 2+], Cd[superscript 2+], Fe[superscript 3+], Mn[superscript 2+], Co[superscript 2+], Ni[superscript 2+], and Mg[superscript 2+] are precipitated as hydroxides using NaOH and H[subscript 2]O[subscript 2] in group III. The precipitate is treated with NH[subscript 3](aq) leaving a residue (group IIIA: Fe[superscript 3+], Mn[superscript 2+], Mg[superscript 2+] as hydroxides) and the centrifugate (group IIIB: Cu[superscript 2+], Cd[superscript 2+], Ni[superscript 2+], Co[superscript 2+] as soluble ammines). Al[superscript 3+], Zn[superscript 2+], Sn[superscript 2+]/Sn[superscript 4+] (as soluble hydroxo complexes), and Cr[superscript 3+] (as CrO[subscript 4][superscript 2-]) are detected in group IV, in the presence of each other by using selective reagents. The separation is sharp; individual cations are detected by spot tests and conventional methods. This scheme is simple and fast and makes green chemistry accessible to students. (Contains 1 table.)