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During the COVID-19 pandemic, the unexpected lockdown of schools brought many challenges to redesigning the teaching and learning of chemistry at the secondary schooling level. The demand for online teaching under COVID-19 conditions was, however, also an opportunity to reflect on introducing new content, pedagogies, and media. This paper reflects on the implementation of a chemistry lesson plan focusing on the socio-scientific issue of ethanol used for hand sanitizers in Italy. Ethanol is possibly the most common ingredient of hand sanitizer lotions and provides an authentic context for the learning of and about chemistry. The objective was to promote students’ awareness of the deep interconnections between science, society, ethics, and the environment through a socio-scientific issues-based approach.

A class in a Scientific-Technological Lyceum (age 17) decided to produce a PowerPoint presentation to introduce nanochemistry and nanotechnology to the students in lower grades. Because the subject is very new, there was nothing in the School textbooks and, therefore, the students had to cooperate in order to find materials, to use ICT sources and to take decisions, such as selecting information and choosing slide layouts. Furthermore, the Cooperative Learning methodology was employed to solve the problem of setting up the presentation. To make nanochemistry and nanotechnology a reality for the students, they used a link between these new frontiers of Chemistry and subjects currently tackled at the Secondary School level. This was the quantitative determination of Ca[superscript 2+] ions by using calcein, a luminescent chemosensor, in which well known concepts, such as chemical equilibrium and stability constants of coordination compounds, are involved. The educational aims of the project were to promote both content knowledge and social skills in Secondary School students. The activity created a good class atmosphere and also led to the retention of content knowledge. (Contains 4 tables and 1 figure.)

The results of an experiment in which Italian school students attempted the translated 1989 ACS-NSTA High School Chemistry Exam suggest that objective tests are as good as traditional testing methods for assessing students in Italian Scientific Lyceums. The KR formula gave a reliability coefficient of 90% for the test. About 73% of the students tested had passed under the traditional oral method, and a formula converting their objective test score to a scale from 0 to 10 gave a pass percentage of 70%.