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Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students' alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students' alternative conceptions of the kinetic theory of gases material.

The aim of this study was to develop students' chemical literacy by integrating dilemma stories into a Science, Technology, Engineering, Arts, and Mathematics (STEAM) project on petroleum. Chemical literacy can help students face future challenges by applying what they learn about chemistry subjects at school to solve problems in their daily lives. A qualitative research method was employed that included interviews, observations, reflective journals, chemical literacy tests, and student activity sheets, as data collection tools. Thirty six secondary school students participated in the research using a project-based approach consisting of five steps: value reflection, problem-solving, project monitoring and evaluation, project development, and transformation. This study used four chemical literacy components according to Shwartz, Ben-Zvi and Hofstein (2006) namely scientific and chemical content knowledge, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspect. STEAM integrated with dilemmas stories provides opportunities for students to develop chemical literacy through value reflection, problem solving, and STEAM project. This study uses a dilemma story to understand chemistry concepts whereby students can develop a project by integrating chemistry and STEAM principles. The STEAM Project involved making alternative fuel to find a solution to a problem presented in the dilemma story. The researchers were challenged by the need to find a suitable chemistry-based dilemma story to integrate with a STEAM project while also empowering students and managing time resources.

From a tradition of fieldwork-based teaching in geography, we consider the intersections of fieldwork sites and their social and spatial relationships for implications for non-placement work integrated learning (NPWIL). As the skills agenda gathers pace in universities it is critical to understand forms of NPWIL and their development. As a form of NPWIL in geography and related disciplines, fieldwork generates a range of personal, professional and academic skills for students. Through a case study of site-based fieldwork for cultural heritage teaching, we examine how such teaching can expand our understanding of this form of NPWIL. In contrast to ideas of university work including WIL as characterized and bounded by temporal linearity, we argue for seeing WIL in terms of non-linear temporality and slow "innovation flow". We link this analysis of WIL with understandings of cultural heritage and heritage sites as also non-linear and emergent in both time and space. We reflect on a detailed case study of heritage management teaching that draws on fieldtrip and a long-term relationship with a heritage site that is an historic coal mine. Over time the evolution of the field trip shows that the site itself is a key agent in this form of NPWIL. The site embodies and generates a range of changing social and spatial relationships with community, heritage managers, and other sites linked to the mine and its history. This networked perspective on fieldwork sites illustrates how supporting "slow innovation" in fieldwork based NPWIL can facilitate beneficial teaching and other outcomes.

Integrating service learning with undergraduate research, the student biodiesel project converted all waste vegetable oil (WVO) from campus dining centers into a sustainable biofuel used by campus vehicles, allowing half of the campus diesel energy needs to be met by a material (WVO) that was formerly a waste. Biodiesel reduced air pollution from campus diesel vehicles, including the emission of greenhouse gases. This project connected students to their community and increased students' awareness of the "social/economic" aspects of environmental challenges in the world around them. Students felt a "great sense of responsibility to make a real product that would make a difference" in the real world. Students who participated in the research course became teaching assistants for another regular course in which biodiesel production was a component. This allowed biodiesel to be produced sustainably and provided additional students with hands-on bioenergy experience. Specific challenges and suggestions for future practices are also reported.

The study aims to present how to apply a STEM activity in which physical computing principles and computational thinking processes are used as a differentiation practice to be used in the education of gifted students. In the activity, the students designed smart packaging that will provide healthy long-term storage of foods to solve the greenhouse gas emission problem caused by intensive plastic production. The activity was carried out with eight gifted students studying in 7th-9th grades. The students investigated the factors that would reduce greenhouse gas emissions and synthesized biodegradable polymers during the inquiry process. In the engineering design process, they determined the most suitable solution for packaging design in the polymer synthesis they carried out using different plant extracts with antibacterial properties. They developed a smart packaging design using physical computing in this process. During the STEM activity, the students used computational thinking, engineering design, and inquiry process.

The implementation of educational programs that tackle specific contents and promote English skills is convenient, especially in areas where English skills are not properly developed at universities, such as Spain. Indeed, some subjects are currently presented in English for this purpose. CLIL (Content and Language Integrated Learning), where students learn English as a part of specific subject goals of their degree, could be a suitable way to improve English skills while acquiring the corresponding competences. Moreover, online lessons are becoming important, especially during the COVID-19 outbreak, when it was an alternative for face-to-face teaching. The aim of this work was the implementation of an online CLIL course about biorefineries for chemistry, chemical engineering, and mechanical industrial engineering students. The course was a first approach presented as a specialization course that could be merged with related subjects in the future. The main objective of this session was the gradual introduction of English grammar and vocabulary (specific terms) and the promotion of students' participation on oral discussions. The results were successful, showing that the students got motivated and obtained good grades. As possible improvements, the introduction of terms should be less continuous, otherwise the students could lose track of the lesson.

Oman Vision 2040 strives to continue shifting the country from an oil to a non-oil-based economy by emphasizing the value of diversification in HEIs. This study aims to provide in-depth insights into implementing the knowledge economy strategy in Oman's higher education system and uses a case study methodology, draws on thematic analysis, and adopts an interpretive perspective employing semi-structured interviews conducted with the dean, assistant deans, and heads of academic departments. The study manifests a common sense among the academic leaders that espousing the policy of the KE in HE is agreed upon. This approbation of KE is ascribed to the discrepancy between developed and developing countries concerning the reality of the higher education systems and the embedded influence of neoliberalism. The study identifies the four fundamental pillars of KE in HE, whereby the study could interpret the existing educational leadership style undertaken and speculate on its future directions. The research indicates three obstacles facing educational leadership; challenges of practicing leadership, lack sustainable system (within the college), and external factors (beyond the college). It also unveils two significant benefits: preparing students for employment in the private sector will reduce the burden on the government to provide careers. Second, the potential reciprocal gains that are pursued in industry and HEIs through funding research, reviewing curriculum and learning outcomes together, and offering a hands-on approach to tackle challenges confronting the national labor market.

Petroleum products are very flammable and can ignite at extremely low temperatures if exposed to an open flame source or not handled appropriately. Individuals who handle petroleum products in the petroleum industry and fuelling stations are known as "petrol station attendants". The study was a descriptive cross-sectional study carried out among petrol station attendants working in a filling station owned by independent petroleum marketers in Sapele metropolis of Delta state from November 2022 to January 2023. The assessment was done with an adapted instrument for data collection, a 12-item questionnaire titled "Chemistry of Petroleum Products: Assessment of Fuel Attendants Knowledge around Sapele Metropolis". Most petrol attendants within Sapele metropolis fell within the age range of 18-35 years, predominantly 22-28 years being the highest with a respondent of 16 constituting 39% representation. There were more females working within Sapele as petrol attendants with 26 females out of 41 respondents representing 63% of the total sample population. About 51.21% of respondents did science or chemistry-related courses but their skills were limited, 58.53% of petrol attendants which was the highest proportion per qualification had Senior School Certificate Examination (SSCE) qualification, and those with a higher degree (National Diploma and Bachelor of Science) had a combined total of 14 respondents (34.1%), 48.78% of respondents which was below average were given chemistry and safety training of petroleum product by their employers, about 80.48% of respondents had managed to learn either by convention or practice safety techniques and were using safety protocol when handling petroleum product. 87.80% knew nothing about chemistry quality control tests such as octane rating, flash point, pour point, and smoke point. The percentage of science oriented graduate who work as petrol attendant in Sapele metropolis is very low. Hence, the study recommends science expertise with regards to chemistry knowledge in relation to safety practices among fuel attendants.

The learning process through forecasting patent information based on technology can provide the direction in which technology is needed, especially supporting developments into the future. Technology mapping through patent information in the market becomes leverage development of products. Foresight technology in a patent is a tool to predict advanced technology that brings a competitive product to the market needs. This paper discusses patent information that becomes useful for developing technology through emerging market segmentation through a portfolio, innovation, and emerging market based on the WIPO database. This paper used a qualitative method with descriptive analysis and study literature using Innography software to see related information utilization of bioethanol from sorghum plants. This paper aims to obtain information technology from the patent analysis in bioethanol from sorghum plants to develop foresight products. The results show 310 patents registered in WIPO fields from 2006-2021 with dominant IP Class dominate from sectors C and A, also economic value range held by the Republic of Korea. Foresight technology through patent analysis provides information for industry and stakeholders who need the impact of the implementation of the latest technology and the appropriate level of competition in the commercialization of bioethanol products from sorghum plants.

Globalization, rapid technological advancement, and a dynamic market environment make organizations need to find effective ways to escalate their organizational performance. Anchored on the resource-based view (RBV) theory, this study investigates the impact of organizational innovation, knowledge management capabilities, and organizational learning on organizational performance in the Malaysian biomass industry. More importantly, this study also examines the moderating effect of collaborative knowledge, skills and abilities (KSAs) on organizational performance. This study employed census sampling and collected 130 samples. Cross-sectional data were collected using a structured questionnaire and tested using partial least square-structural equation modelling. Subsequently, the assessments of the reflective measurement model, structural model, reliability and validity were conducted. This study found that organizational learning is the most critical factor affecting organizational performance, followed by knowledge management capabilities and organizational innovation. Collaborative KSAs were found to moderate the relationship between organizational learning and organizational innovation on organizational performance. However, no moderating effect was identified on the relationship between knowledge management capabilities and organizational performance.

This article focused on the voice of resistance and activism in Imbolo Mbue's "How Beautiful We Were" (2021). The novel voices the environmental injustices and the disastrous consequences of oil corporations. The people of Kosawa know that something is wrong with the land they're living on. They receive acid rain, rivers have grown sickly green, and people are dizzy with the diseases. They also know that Pexton, the oil company is to blame for their loss of life and livelihood. The natives decide to rise up and fight back against an American Oil Company that has been polluting the land. This study investigated how this ecological destruction in Kosawa has triggered eco-activism and resistance from the natives. The study used the qualitative approach employing an analytical research design comprising research methods of content analysis and close textual reading. The research was further informed by Lawrence Buell's (2005) second wave of eco-criticism, which advocates for environmental justice for the victims of environmental degradation. It is also concerned about the destruction of plants and animals. This study depicts ecocriticism as a theory that displays the tools of activism and resistance. The findings of this research show that oil spillage has shattering effects on humans, animals, and aquatic life. The findings also show that the author uses various resistance approaches to fight against environmental degradation such as media, education, revolution, and age mates among others. Mbue's text calls on the African nations to vehemently resist environmental degradation.

Energy conversion devices such as fuel cells, metal-air batteries, and electrolyzers have been envisaged as possible solutions for cutting down the continuous accumulation of greenhouse gases resulting from the combustion of fossil fuel. The bottleneck reaction for these devices is the oxygen reduction reaction (ORR) occurring at the cathode. The sluggish ORR force in the use of catalysts is mainly based on precious metals like platinum. Iron and cobalt macrocycle catalysts (MN4) have been widely studied as an economic alternative for replacing the expensive Pt[superscript 0] at the cathode, which is the most active catalyst for the ORR and the industrial standard. Understanding the theoretical and experimental aspects behind this technology is a primary goal for human capital formation and educational purposes. Unfortunately, there is a lack of fundamentals behind the concepts of free energy, adsorption energy, and kinetics. Thermodynamic and kinetic parameters are confused and are wrongly cross-linked. The Sabatier principle and volcano plots are usually misinterpreted. In this propaedeutic work, thermodynamic and kinetic aspects are considered for the ORR at MN4 catalysts to provide a practical guide for students and teachers.

This paper draws on an oral history project which focuses on former coalminers' experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain's former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people's journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency -- although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation.

Three real-world datasets are introduced for a petroleum engineering capstone design course, providing detailed problem statements, assessment criteria, team-building practices, and required software packages. Two surveys reveal that students prefer real datasets over synthetic ones, and despite initial challenges, students feel proud of their achievements by the semester's end. The importance of instructors' involvement and their quality of engagement in student success are also discussed.

While researchers have stressed the importance of engaging students in activities that enhance their reasoning practices, few have scrutinised the factors that impact the reasoning involved in such activities. We explored the role of attitudes in student-group interactions concerning a climate change-related socio-scientific issue and how those attitudes emerged from the reasoning process. We applied Martin and White's [(2005). "The language of evaluation: Appraisal in English." Palgrave Macmillan] appraisal framework for studying attitudes in oral language to analyse two student groups involved in a discourse as they constructed arguments supporting further petroleum exploration. The two groups displayed unique patterns of attitudes towards additional exploration: one group displayed strong, positive attitudes, while the other displayed varied attitudes, including doubt and insecurity. These more complex attitudes in the second group were important to how these students reasoned about the issue, enabling them to appreciate the complexity of the issue, as the expression of multiple perspectives and doubt opened a richer inquiry into the socio-scientific issue, enhancing the quality of their reasoning. Our findings point to the significance of considering students' attitudes when organising activities were students' reason about a socio-scientific issue.

Purpose: Universities and their actions affect the environment directly and significantly. Therefore, the carbon footprint (CF) needs to be implemented in these institutions for mitigating climate change and its potential risks. Based on this understanding, the university consortium quality and environment (QualEnv) stands out by its main objective -- to increase the university's contribution to sustainable development (SD) through the deployment of systematic environmental practices and quality processes. Hence, the purpose of this paper is to present the CF of the Latin American universities of the QualEnv consortium. Design/methodology/approach: The study was based on the actions for adopting CF and its implementation at the universities that take part in the QualEnv consortium. The measurement process and report presentation were done properly by the universities and published as institutional documents. Therefore, data were collected and analyzed through a document search, systematic literature review and participant observation. Findings: The results show knowledge deepening and systematization on CF in higher education. In addition, it presents the effort of a group of universities that, through a research network, seek to adopt practices towards a carbon-neutral university, which requires an incremental and systematic change to break out of the traditional system. Originality/value: This paper discusses the practical implications for universities and the need to implement initiatives for measuring and reducing their CF since it shows how the institutions belonging to QualEnv consortium have created their own strategies to mitigate climate change and contribute to SD.

In this paper, drawing on an extensive research project across three countries (VET Africa 4.0 Collective 2023), we produce an emerging argument that it is necessary to rethink and reframe VET logics and approaches in a warming future dominated by informality and mass unemployment. Currently, neither the formal VET college or workplace are adequately set up to provide the type(s) of VET that are in demand or needed for just transitioning and sustainable futures. We acknowledge the importance of political economy accounts in developing a richer understanding of VET, but suggest these are not sufficient for dealing with the existential and practical crisis of the climate emergency. We note that many scholars have sought to address this tension in the academic literature by adopting a political ecology account that reframes the theoretical and political challenge. This leads us to call for a political-economy-ecology account of VET. Although we acknowledge the limited nature of our approach here, we offer some thoughts for VET analysis with reflection on these theoretical issues applied to four cases studies from Uganda and South Africa of VET provisioning in oil, transport, water and food (which materially shape our cases).

The purpose of this case study, informed by a Lakatosian perspective, is to identify how an alternative conception that originates in present learning but is related directly to subsequent learning contexts can be constructed. Before the study, one of the authors found by accident that a student who had learned about Avogadro's principle and chemical reaction in South Korea constructed an alternative conception related to the volume of gas. Later, we identified seven Korean high school students with the alternative conception through a test and analyzed their underlying understandings qualitatively through interviews. The results show that they had a scientific conception--core conception--and intuitive assumptions about implicit information of external representations--implicit assumptions--in common. The students' implicit assumptions could be divided into three types again: core assumption, auxiliary assumption, and context-inducing assumption. The core assumption, like the core conception, played a significant role in constructing the alternative conception (hard core), while the auxiliary assumptions were incomplete implicit assumptions to protect the alternative conception (protective belt). The context-inducing assumption was an implicit assumption bringing the context of the subsequent curriculum, and the core conception and the core assumption could be interpreted in this induced context. At the end of the study, the implications related to learning progressions were discussed.

Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula. In this context our era is often diagnosed as being 'post-truth', indicating an epistemic concern. However, emerging 'post-sustainable' views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable action. To overcome this challenge, we undertake a philosophical critique of modern (individual, rational, autonomous) subjectivity assumed in CT and much of curricular thinking. We follow the 'ontological turn' where criticality means self-reflective questioning of one's own being-in-the-world. One acute question concerns energy, especially fossil fuels, which constitute much of the autonomous experience of modern, critical subjectivity, while simultaneously endangering the future horizon of that same subjectivity. Climate strikes at schools and the yellow vest movements indicate, in their own ways, how ecologically problematic fossil fuels are bending modern rationality into unpredicted directions. Metaphoric Archimedes and his 'circles in the sand' demonstrate the vulnerability of critical thought facing post-sustainability. This vulnerability should be addressed in curriculum theory, since it is interdependent persons--rather than independent subjects--who are open to sustainable transformation and action.

In this work, we introduce high school students to renewable energy through the exploration of the pyrolysis process, focusing on the conversion of lignocellulosic biomass into bio-oil. Students undertake a sequence of straightforward experiments in four sessions, using a handmade reactor and various types of biomasses. Outcomes such as yield calculations and temperature measurements are analyzed. Furthermore, the generated bio-oils are evaluated by measuring their pH, density, and by separating their water and ether components. Their composition is also analyzed using planar chromatography. This educational approach not only enhances students' comprehension of pyrolysis and bio-oil characteristics but also cultivates their critical thinking and ability to make well-informed decisions in the field of renewable energy.

Economic development and environmental development have been long-lasting debates between capitalists and environmentalists. It is also seen as a debate around modernization with globalization at one end and environmental justice at the other end. Our society today is moving rapidly toward development and increased industrial revolutions and globalization. Indigenous communities in Ogoniland are also experiencing such development due to multinationals' exploration of crude oil in their communities. The exploration of oil has caused environmental, socioeconomic, health and political problems in indigenous communities in Ogoniland. These issues require a depth of understanding from all sectors (public, government and corporate sectors) to address them. Hence, through textual analysis and interviews from the government and environmental social movement organizations, this paper presents the types of environmental educatiSon programs carried out in indigenous communities in Ogoniland to address environmental issues and other socioeconomic issues due to oil exploration. These environmental education programs in indigenous communities contribute to environmental policy creation, the development of environmental curricula and pragmatic actions toward mitigating environmental degradation and socioeconomic issues in indigenous communities. Thus, revealing the significance of indigenous knowledge and practices in addressing contemporary environmental issues.

In this article, we offer a critical perspective on the interrelationship between internationalisation and sustainability, particularly regarding the contribution higher education internationalisation practices reliant on mobility have made to climate degradation. Specifically, we focus on carbon emissions linked to air travel in the context of in-person internationalisation conferences. Drawing on decolonial approaches and lived realities in the global South, we argue that a return to pre-pandemic practices in the midst of the ongoing COVID-19 pandemic and, more importantly, an existential climate crisis, is highly irresponsible, unjust and exclusionary. We raise issues and propose questions for internationalisation professionals and organisations to consider, unpack and action, both individually and collectively, aiming to move away from exclusionary and harmful internationalisation practices and to bring about change for a new and better 'normal' for all.

This article argues that language students and teachers are changemakers and that, in keeping with progressivist philosophy and the bottom-up social paradigm, they can play a powerful role in creating a better world. As our understanding of the world continues to increase, both students and teachers can use this increased understanding to initiate changes, so that we can transition to better times. These changes include transformations of all sizes. Small transformations take place within and among individuals, while big transformations involve systems and institutions and thousands or even billions of people, as well as companies, other organizations, and countries. Many in education concentrate on small transformations, and those, no doubt, carry weight. This article encourages us in language education to include contributing to or even attempting to initiate big transformations in a number of areas. In fact, working on all sizes of transformations simultaneously may be the most effective path. Examples are given and suggestions of such varied-sized transformations by language learners and teachers are made in three areas based on a review of research on student-centered learning, collaborative learning, and diet change. This article also suggests that students and teachers as changemakers could start with taking small steps, which then provide them with both the confidence and credibility necessary to advocate for big steps and create impactful changes.

Place-based education (PBE) will be explored while weaving in my own experiences with place growing up in West Virginia surrounded by the coal industry. PBE is a teaching method that provides meaningful instruction for students by transforming their community or place into their classroom. PBE can teach students how to truly inhabit their places and become contributing citizens by helping their communities or places improve and eradicate any prevalent issues. The coal industry is still predominant in West Virginia even though it continues to bring destruction to the land and controversy among the residents. The coal industry was a prime example for PBE focus while I was student in K-12 schools in West Virginia, and I will present information for why it should continue to be a focus for PBE.

In this article, we examine our own doctoral supervisory dialogue as it has been institutionally interrupted due to Ahmad's application for asylum in the UK. As we find ourselves lacking the conditions of recognisability required for our actions to be institutionally understood (or made intelligible) as part of a doctoral supervisory relationship, we are left with a sense of futility of how scholarly work preoccupied with social justice may confront, let alone transform, the larger sociopolitical realities with which we aim to engage. In the light of calls to turn precarity into a productive pedagogical space for ethical action--often regarded as a 'pedagogy for precarity', we draw from Blommaert's (2005) sociolinguistic theory of voice to account for how we attempted to become recognisable to each other throughout the course of our supervisory meetings. In so doing, we reflect on the implications of our analysis for politically engaged academic research, while linking with wider language scholarship on the possibility for, and imaginability of, social transformation in higher education spaces.

This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant Izzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show "radiation," "factory waste," and "hazardous (chemical) waste," as environmental problems that PSTs consider the riskiest. The least risky environmental problems were "overgrazing of animals in meadows and pastures," "commercial fishing," and "open mining." According to the qualitative interview results, "air pollution" and "factory waste" were seen as the riskiest environmental problems, while "environmental waste" was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs' parents.

The objective of this study was to identify, describe and classify errors in the Russian and English speech of the native Kazakh speakers working in the oil industry as well as to give a possible explanation of the reasons for their occurrence. The cross-linguistic interference characteristics of the Kazakhs' speech were investigated with the involvement of 30 Kazakh oil workers. Based on the contrastive linguistic analysis of the Kazakh, Russian and English languages, typical errors in the oil workers' speech were established. After gathering the data, the numbers and percentages were employed. The data was then grouped and categorized as per the problems of the study, the characteristics of the items, and the objectives before analyzing it on the basis of frequency of responses. The study has shown that in the speech of oil workers, there were interferences like under-differentiation, over-differentiation, reinterpretation, substitution. These interferences in the speech of trilingual (represented phonetically, lexically, and grammatically) were more complex than in bilingualism. Kazakhs' Russian speech was also found as close as possible to the norms of the Russian language, and with trilingualism. There was a two-component unidirectional influence seen on the acquisition of a third language (English). The practical significance of the research lies in the possibility of applying these results in order to draw up a methodological and practical basis for teaching English, taking into account the peculiarities of the differences in language systems.

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students, and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of 100 SHS students who studied elective chemistry and ten chemistry teachers. The research instruments used to collect data for this study were the "organic chemistry perceptions questionnaire for students" and "organic chemistry perceptions questionnaire for teachers." Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes, and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Furthermore, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers' and students' perceived difficult organic chemistry topics in this study imply that teachers' perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers' perceptions influence their teaching and consequently their students' experiences are carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

The aim of this study is to determine the views of candidate science teachers about environmental problems and solutions to these problems. One of the qualitative research designs, phenomenology, was used in the research. Data were collected with a semi-structured interview form developed by the researcher. In the analysis of the research, a descriptive analysis technique was used. The study was carried out with 19 science teacher candidates. When definitions of the environment are examined, it is as "the environment in which living and non-living beings interact, the area where living things live, the artificial environment-natural environment." Candidate teachers identified air pollution as the most important environmental problem. They stated that environmental problems occur due to production, consumption, both production and consumption and natural reasons. Candidate teachers discussed solution proposals of environmental problems individually, professionally, socially, and administratively. In individual solution proposals, it is recommended to use public transport, to encourage afforestation, to consume resources economically, to reduce the use of perfume-deodorants and fossil fuels, and to raise awareness with experiments, activities, visual and practical solutions under professional solution suggestions. When social solution suggestions are examined, it is stated that to raise awareness; it is necessary to produce visual and artistic activities, meetings, training, and projects, to be engaged in conscious agriculture in managerial solution offers, to use renewable energy sources, to recycle, to build industrial establishments outside of residential areas, to establish treatment facilities, and to install and inspect filters in factory chimneys. [This study was presented as an oral presentation at the conference "VIIIth International Eurasian Educational Research Congress."]

An active-learning approach was employed in a project for our chemistry major students on the synthesis of biodiesel (BD) from an Amazon region oil. The project, involving activities in class and in the laboratory, was given during 8 weeks of the spring semester of 2022. The students were asked about their previous contact with the synthesis and analysis of BD, ionic liquids as solvents and catalysts, and the use of chemometrics for yield optimization. The students were asked to do a literature survey, suggesting renewable starting materials (oil and alcohol) and a homogeneous catalyst for BD synthesis. The students selected babassu oil, bioethanol, and a Brønsted acid as a task-specific ionic liquid catalyst. As "independent" experimental variables, the students suggested studying the effects of reaction mixture composition (oil, alcohol, catalyst) and reaction time and temperature. Based on a second questionnaire, the students chose viscosity for the determination of the BD yield. By using design of experiment and varying the molar ratios of bioethanol/babassu oil (6-12) and catalyst/babassu oil (0.1-0.2) and reaction time (1-2 h), the students calculated the effect of these variables on BD yield. The resulting mathematical correlations were validated by using additional experiments. Measuring product viscosity, after its appropriate purification, is a simple and attractive alternative to gas chromatography, being less time- and energy-consuming. The students positively evaluated the project because of the socioeconomic importance of BD, the use of renewable starting materials, application of chemometrics for yield optimization, and they were involved in decision making.

Today's world is characterized by the extensive production of data in different scenarios that everyday citizens need to understand for their informed participation in society. With the increase in the availability of data in a society defined by the industrious production of data, the educational system needs to think of possibilities to bring young children closer to the world of data science. This paper presents a nontraditional data exploration experience with an 8-year-old participant helped by a data visualization tool. A task-based interview was conducted while the participant explored a carbon dioxide emission dataset. This paper studied how the participant interrogates the data, draws inferences and exhibits dispositions. At the end, some reflections are presented when introducing the exploration of nontraditional data in teaching.

At the end of 2022, there were 2439 coal-fired power plants operating around the world, and over 7000 active coal mines (Global Energy Monitor, 2022). Coal burning was the largest source of greenhouse gases that impact climate change, and coal mining caused extensive environmental damage (US Energy and Information Administration, 2022). Decisions about the use of coal in energy production are made by world leaders, but everyday citizens vote for and appoint those leaders. Do everyday citizens understand the most basic science about coal? Do the teachers who are supposed to educate them in their youth? Energy literacy is so important; it leads to informed decisions about energy use at home, wise consumer choices, and to national and international energy policies (DeWaters & Powers, 2011). In this study, 56 pre-service elementary teachers were asked if they understood how coal was used to produce electricity. They were then taught using a constructivist teaching methodology including manipulatives, diagrams, videos, and group discussions (Schnittka, 2017). After the lesson, they were asked again, "How does coal keep the lights on?" Pre-test scores were very low, but gains were strong from pre to post-test. In a delayed post-test, the participants who retained the concepts the best over time had discussed it with a friend or relative. For long-term retention and the ability to potentially apply a concept to everyday life, teachers must realize that learning gains can be ethereal, and that they need to build in tools to aid in long-term retention of concepts. More importantly, teachers need to understand the science and engineering behind the technologies that impact our world so severely, so that they can pass on lessons to youth and advocate for a sustainable future.

In recent years, solar-powered photocatalytic water splitting for hydrogen production has drawn great attention as a method to supply clean energy and reduce environmental pollution. This approach, driven by solar energy to synthesize hydrogen gas, is completely renewable and can be used to power hydrogen fuel cells to effectively solve the global energy problem, while only releasing environmentally benign water. Accordingly, popularizing this subject and educating students with the knowledge of this powerful technology are urgently needed. In this paper, Pt-loaded commercial titanium dioxide (P25) is used as the photocatalyst to explore the process of photocatalytic hydrogen evolution. A simple experimental demonstration is presented, integrating photocatalytic hydrogen production with a hydrogen fuel cell system in chemistry class. This experiment is suitable for use with undergraduate students as a systematic and basic laboratory experience or as a demonstration for primary/middle/high school students to stimulate their research interests in field of renewable energy. The principles and reaction mechanisms involved in both photocatalytic water splitting and hydrogen fuel cell operation, as well as the experimental design to link photocatalysis with fuel cells, are systematically discussed.

In this paper, a problem set activity focused on understanding and applying unsupervised and supervised chemometric methods for the analysis of biodiesel-diesel blended fuels is described. This problem set was utilized in two upper-level analytical elective courses aimed for junior and senior level students. The data set consists of peak areas taken from gas chromatograms comprising various biodiesel concentrations and feedstock types. Students are tasked with analyzing the data set using principal component analysis (PCA), hierarchical cluster analysis (HCA), and k-nearest neighbors (kNN). The primary purpose of this problem set is to gain hands-on experience manipulating and drawing conclusions about large data sets using chemometric methods. The problem set activity utilizes a large GCMS data set with many varieties of sample types and can be included at any institution with no need for a GCMS instrument on campus.

This study investigated the implementation of a place-based socioscientific issue curricular unit designed to improve rising middle school students' abilities to think critically about the pros and cons of hydraulic fracturing and engage in evidence-based reasoning on whether the practice should be banned in Massachusetts. Forty-three rising middle school students from a summer enrichment program for science, mathematics, reading and writing operated by a non-profit organization in the northeastern United States participated in this study. The instructional unit exposed the students to information and activities on hydraulic fracturing for five consecutive days (50 minutes each day). The findings from this study showed that through productive socioscientific issues pedagogy, the students used the evidence collected from their investigation to engage in evidence-based reasoning about the cost and benefits of hydraulic fracturing on the public health, economy, and the environment. The students used their understanding of the science and engineering practices to construct valid arguments on whether or not hydraulic fracturing should be allowed in their state. The results further indicate that the use of socioscientific issues as a critical pedagogical strategy can equip students with the skills necessary for them to become better advocates for themselves and their communities.

A laboratory experiment was designed to provide students with an introduction to byproduct valorization by producing an analogue of biodiesel (fatty acid ethyl esters, FAEE) via lipid extraction and subsequent transesterification from spent coffee grounds (SCG). Valorization is the process of upgrading underutilized or discarded wastes or byproducts into chemicals, materials, and (bio)energy. Upon isolation of the intermediate and FAEE, students analyzed the respective spectroscopic characteristics using infrared and nuclear magnetic resonance spectroscopy as well as evaluated gas chromatography spectra that were provided. Associated green metrics for the reaction were determined to obtain a quantitative measure of the "greenness" of the experiment. In this laboratory experiment, students are introduced to key concepts such as whole systems thinking and the United Nations Sustainable Development Goals where they apply these frameworks to real-world problems such as consumption and waste disposal. In addition to providing a greener alternative to traditional methods for biodiesel analogue production from SCG by solvent alterations, this experiment demonstrates the value of waste that would otherwise be overlooked to generate products that can help reduce the continued use of finite fossil fuels.

Calorimetry is a central concept in the first semester general chemistry curriculum, and constant pressure (coffee-cup) calorimetry is a common experiment in the laboratory. However, constant volume (bomb) calorimetry is traditionally reserved for the physical chemistry laboratory. This article describes the advantages of incorporating bomb calorimetry into the general chemistry laboratory by detailing an experiment on evaluating the heats of combustion of coals. Results from this experiment revealed that those coals with higher carbon contents have higher heats of combustion. The expected learning goals of this experiment and their assessment are detailed in the article. By combining coffee-cup and bomb calorimetry experiments, students gained a better understanding of closed, open, and isolated systems and were better able to discern the differences between enthalpy and internal energy. The bomb calorimetry of coals provided an excellent springboard for climate change discussions including an exploration into the types of coals, their impurities, and their formation. Students learned that it is the nitrogen and sulfur oxides, the inevitable byproducts from coal-powered electricity generation, which lead to acid rain. The connection between increasing atmospheric CO2 levels resulting from fossil fuel combustion and global climate change was explored using published data. A primary literature article on assessing the value of plastic wastes as a fuel was also incorporated into the discussion. Such discussions in the general chemistry curriculum with students from a broad spectrum of majors are critical, given the dire consequences of global climate change predicted by the 2022 Intergovernmental Panel on Climate Change (IPPCC).

Purpose: The purpose of this paper is to present a comprehensive analysis of the carbon footprint of the Delft University of Technology (TU Delft), including direct and indirect emissions from utilities, logistics and purchases, as well as a discussion about the commonly used method. Emissions are presented in three scopes (scope 1 reports direct process emissions, scope 2 reports emissions from purchased energy and scope 3 reports indirect emissions from the value chain) to identify carbon emission hotspots within the university's operations. Design/methodology/approach: The carbon footprint was calculated using physical and monetary activity data, applying a process and economic input-output analysis. Findings: TU Delft's total carbon footprint in 2018 is calculated at 106 ktCO[subscript 2]eq. About 80% are indirect (scope 3) emissions, which is in line with other studies. Emissions from Real estate and construction, Natural gas, Equipment, ICT and Facility services accounted for about 64% of the total footprint, whereas Electricity, Water and waste-related carbon emissions were negligible. These findings highlight the need to reduce universities' supply chain emissions. Originality/value: A better understanding of carbon footprint hotspots can facilitate strategies to reduce emissions and finally achieve carbon neutrality. In contrast to other work, it is argued that using economic input-output models to calculate universities' carbon footprints is a questionable practice, as they can provide only an initial estimation. Therefore, the development of better-suited methods is called for.

In this inquiry, I explore, expose, and extrapolate upon sociopolitical and environmental absurdism as an environmental academic and educator based in Alberta, Canada--a well-known, and somewhat infamous, centre of oil and gas production and energy development in general. Moving beyond Alberta as a catalytic example, I introduce and discuss various forms of and themes within absurdist literature, theatre, and activism. In closing, I consider the theoretical and pedagogical potential of absurdism for environmental education scholarship and practice.

Environmental and sustainability initiatives seek to respond to the challenges of ecological crises and ongoing environmental degradation by supporting students to develop knowledge and dispositions to respond to the challenges of and live in a climate changed world. However, these initiatives are often marginalised in curriculum and hamstrung by inherent tensions such as which worldviews should be prioritised, the incommensurability of some global and local values, and the pursuit of environmental needs in the age of neoliberalism. These challenges become more complex when considering contextual stakeholders. In this paper we focus on the ethical dilemmas associated with environmental and sustainability education in a coal town where mining company sponsorship heralds mixed community response. In doing so, we unpack the contextual and philosophical complexities which create the crucial conditions for a viable normative case study--genuine uncertainty about issues not yet at tipping point, differences of reasonable perspectives and recognisable local concerns. We argue that teacher educators, particularly those with interdisciplinary philosophical insight should look to their local contexts for pressing ethical issues and engage in the development and field testing of their own normative case studies. We make the case that the process behind developing a normative case study involves insight into the relationships between educational ethics, policy, context, and divergent community perspectives. We argue that pedagogy using normative case study to navigate these elements has the potential to develop world-reading teacher deliberation which surpasses proceduralist approaches in teacher education.

Young people around the world show considerable engagement with climate change. How can education draw on this engagement in order to benefit students and society? In this article, we discuss how inquiry-based dialogues can support students' development in their societal engagement. We argue that such dialogues should include real-world problems involving disagreement, which promote students' agency. We elaborate on qualities of dialogues, such as developing argumentation and perspectives together through respect, attentive listening and recognition of others' viewpoints. Central theoretical perspectives include inquiry-based dialogues and students' lived democracy. This research draws on data from a classroom activity where 15-16-year-old students in Norway investigate controversial issues related to electrifying offshore oil platforms. The students are in a learning situation, and the teacher wants them to learn about climate change and the oil industry and the skills and attitudes needed to participate in inquiry-based dialogues. The dialogues show that students bring knowledge, opinions and attitudes from outside school, characteristics that are crucial for students' engagement. We discuss how teachers can facilitate students' further engagement by addressing multiple aims of inquiry-based dialogues.

This article argues for the importance of labor education in fighting the climate crisis, a vital form of education too often overlooked in the climate movement. Drawing on a case study of unionized culture workers in the United Kingdom, the article seeks to show the distinctive embedded nature of labor education. Success of labor education on the climate crisis hinges not so much on a particular pedagogy or curriculum in any one classroom setting, but on the ways in which a range of formal and informal educational actors and spaces work together across the labor and environmental movements, as part of a mobilizing project that seeks to link worker interests directly to the climate crisis, and identify actions that workers can take to address the crisis effectively. Labor education has a central role to play in ensuring a just transition in the move away from a fossil fuel based economy.

This study investigated challenges that Saudi undergraduate learners face in translating oil contracts from English into Arabic. The study used a quantitative approach of data collection. The sample of this study consisted of 18 Saudi undergraduate learners of transaction departments at some Saudi universities. To achieve the objectives of this study, a test was designed and administered. Additionally, the relevant theoretical framework of legal translation and features of oil contracts were analysed to pinpoint the problematic areas and the gaps. The results of the study indicated that undergraduate learners provided unacceptable translation based on lexical and textual features. On the other hand, they provided poor translation based on syntactic features. The study suggests some practical solutions to overcome the difficulties of legal texts for translators.

The purpose of this study was to determine Turkish primary teacher candidates' conceptual understandings of gases. In this study, a survey approach was used. The sample consisted of 240 primary teacher candidates. As the data collection tool, a questionnaire of six questions consisting of three open-ended and three multiple choice was used. The validity and reliability of the questionnaire were provided using the opinions of three field experts and the reliability analysis for multiple-choice ones. The responses to the open-ended questions and the drawings were analyzed descriptively using the predetermined codes and then the categories were formed. The findings showed that primary teacher candidates had some common misunderstandings of gases and their level of understanding of gases is rather low. It is suggested that more attention should be given to developing a correct understanding of the fundamental science concepts in primary teacher training.