A Course of History of Chemistry and Chemical Education Completely Delivered in Distance Education Mode during Epidemic COVID-19

Domenici, Valentina

doi:10.1021/acs.jchemed.0c00739

Cited by 16 publications

(19 citation statements)

References 23 publications

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“…In Modern English teaching practice, we should not only keep and carry forward the advantages of traditional humanistic teaching, but also make full use of the media and network resources under the condition of modern educational technology, so as to ensure that English learners have active and full practice opportunities. With the continuous improvement of educational concepts and the rapid development of information technology, the traditional teaching model has been unable to meet the teaching needs; distance teaching model came into being [1][2][3]. Distance teaching is a new teaching mode which is based on the supplement or reformation of network technology to the traditional classroom teaching and learning [4].…”

Section: Introductionmentioning

confidence: 99%

Remote English Teaching Resource Sharing Based on Internet O2O Model

Hou

2022

Scientific Programming

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Aiming at the problems of low success rate, delay, and high communication cost in distance English teaching resource sharing, this paper puts forward a method of distance English teaching resource sharing based on Internet O2O mode. Based on the model of distance English teaching resource sharing, this paper designs four processes: query, reply, resource substitution, and resource sharing optimization. Experimental results show that the proposed method can achieve high success rate of resource sharing, low latency, communication cost, and high transmission efficiency. Therefore, it is an effective method.

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Section: Introductionmentioning

confidence: 99%

Remote English Teaching Resource Sharing Based on Internet O2O Model

Hou

2022

Scientific Programming

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“…Known experiences of non-formal activities centered on chemistry, whose impact on students have been reported [15][16][17][18][19][29][30][31][32]41], are the so-called outreach programs, where universities and other institutions organize laboratories and other activities for kids and for school students. In the last years, several examples of remote laboratories and virtual highly interactive platforms have also been developed to inspire interest about chemistry and scientific research and to orient students in continuing their studies in science and chemistry, too [15,31,[41][42][43][44].…”

Section: Non-formal Learning and Chemical Educationmentioning

confidence: 99%

“…Science museums with sections devoted to chemistry as well as museums and collections of chemistry represent typical non-formal environments, whose educational role has been object of several investigations. In fact, in addition to the undoubted historical, conservative and cultural role of collections of scientific instruments, glassware, reagents and other documents relevant in chemical history [27,44,[46][47][48], science museum and science centers are ideal contexts for designing and implementing innovative laboratorial activities [21][22][23]26,49,50]. They can offer to schools' students a space, generally more equipped with respect to the laboratories of schools, where to learn chemistry in relation-ships with real life and society [21][22][23][24]27,51].…”

Section: The Role Of Science Museums In Chemical Educationmentioning

confidence: 99%

“…A recent study [68] investigated the impact of a smallscale interdisciplinary infusion of non-science topics and issues, like art, history, and the humanities, into an on-line course of general chemistry on student perceptions about the connections between chemistry and other disciplines, and the real world. The integrated STEM or STEAM approach demonstrated to be effective in enhancing motivation, creativity and ability to critically discuss scientific advancements taking into account philosophical and ethical issues [39,44,57,68]. An additional aspect recently investigated in chemistry education is the 'system thinking' in combination with STEM approach, which aim to increase the critical thinking, the reflections on science, society and ethical implications of chemistry, and develop higher order thinking skills [69].…”

Section: Stem (And Steam) In Chemical Educationmentioning

confidence: 99%

“…The course of 'Chemical Education' was included in the Chemistry Degree curriculum since the 2013-2014 academic year, and it was one of the first courses on 'Chemical Education' in Italy at the university level. After the 2017-2018 academic year, an additional 24-h optional course (3 credits), named 'History of Chemistry and Chemical Education' [44], was added to the Chemistry Degree curriculum [91]. Since 2017, both courses were recognized as necessary courses for the access to the national public competition for teachers in chemistry, in the frame of the Italian law 107/2015 about the new teaching system and enrollment rules for teachers [92].…”

Section: Main Actors and Contexts Of The Steam Project-based Learning Approachmentioning

confidence: 99%

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STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Domenici

2022

Education Sciences

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Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

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Introducing UV–visible spectroscopy at high school level following the historical evolution of spectroscopic instruments: a proposal for chemistry teachers

Carpentieri,

Domenici

2024

Found Chem

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Spectroscopy is a scientific topic at the interface between Chemistry and Physics, which is taught at high school level in relation with its fundamental applications in Analytical Chemistry. In the first part of the paper, the topic of spectroscopy is analyzed having in mind the well-known Johnstone’s triangle of chemistry education, putting in evidence the way spectroscopy is usually taught at the three levels of chemical knowledge: macroscopic/phenomenological, sub-microscopic/molecular and symbolic ones. Among these three levels, following Johnstone’s recommendations the macroscopic one is the most useful for high school students who learn spectroscopy for the first time. Starting from these premises, in the second part of the paper, we propose a didactic sequence which is inspired by the historical evolution of spectroscopic instruments from the first spectroscopes invented by Gustav Kirchhoff and Robert Bunsen in 1860 to the UV–vis spectrophotometers which became common since the 1960s. The idea behind our research is to analyze the conceptual advancements through the history of spectroscopy and to identify the key episodes/experiments and spectroscopic instruments. For each of them, a didactic activity, typically an experiment, is then proposed underlining the relevant aspects from the chemistry education point of view. The present paper is the occasion to reflect on the potentialities of an historical approach combined with a laboratorial one, and to discuss the role of historical instruments and related technological improvements to teach spectroscopy.

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A Course of History of Chemistry and Chemical Education Completely Delivered in Distance Education Mode during Epidemic COVID-19

Cited by 16 publications

References 23 publications

Remote English Teaching Resource Sharing Based on Internet O2O Model

Remote English Teaching Resource Sharing Based on Internet O2O Model

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Introducing UV–visible spectroscopy at high school level following the historical evolution of spectroscopic instruments: a proposal for chemistry teachers

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