Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry

Milanovic, Vesna D.; Trivic, Dragica D.

doi:10.1007/s11191-019-00092-8

Cited by 6 publications

(4 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The history of chemistry could also serve as a context for learning chemistry concepts (e.g. Lin, 1998;Milanovic and Trivic, 2017;Milanovic and Trivic, 2020). This additionally supports the inclusion of the history of chemistry in curricula for pre-service chemistry teachers.…”

Section: The History Of Chemistry In Pre-service Chemistry Teachers' ...mentioning

confidence: 58%

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Milanović¹,

Bílek²

2021

University Education of Future Science Teachers

View full text Add to dashboard Cite

The course Chemistry as part of society through centuries was offered as an elective course to students future teachers at Faculty of Education Charles University in Prague. It was special challenge for them because the course was organized in English language with lecturer from the University of Belgrade – Faculty of Chemistry realising post-doc stay here. The main aims of the course were that students: (i) become familiar with historical development of chemistry as part of the society, (ii) learn about important discoveries from the past and scientists creditable for these discoveries, (iii) enrich understanding the nature of science. The syllabus encompassed twelve topics that covered period from prehistory to the 20th century. In order to monitor students’ progress, they were tested by the same test in the beginning and in the end of the course. Students’ exam task was to write an essay about self-chosen topic from history of chemistry. The course was enrolled by 33 students. Three topics were elaborated in the classroom, while others were realized in distance form through video-presentations and other teaching materials. By comparison of students’ answers in the initial and final test, it can be concluded that they improved knowledge about chemical discoveries from the past, and some views on the nature of science. The students wrote essays on different topics, but the topics women in chemistry and Czech scientists were more frequent than others.

show abstract

Section: The History Of Chemistry In Pre-service Chemistry Teachers' ...mentioning

confidence: 58%

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Milanović¹,

Bílek²

2021

University Education of Future Science Teachers

View full text Add to dashboard Cite

show abstract

“…This postulation is based on several studies that explored the influence of argumentation on NOS conceptions in scientific contexts (Bell & Linn, 2000; Ryu & Sandoval, 2012; Yerrick, 2000). Following this line of research, Milanovic and Trivic (2020) explored the effect of engaging students in argumentation practices, in the context of history of the development of organic chemistry, on their perception of the key aspect of NOS that scientific knowledge is tentative. Results of this study showed an improvement in students' views of NOS regarding its tentative aspect.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Connected learning: An approach for teaching nature of science aspects and argumentation components

Khishfe

2023

J Res Sci Teach

View full text Add to dashboard Cite

The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). Participants in both groups were taught by the same teacher. The duration for the treatment was 2 months and one unit about plants was addressed. Participants in one group received explicit NOS and explicit argumentation instruction and learned about NOS and argumentation components as connected and at the same time, while participants in the other group received explicit NOS instruction and explicit argumentation instruction as non‐connected and learned about them as separate. An open‐ended questionnaire, together with individual semi‐structured interviews, were administered at the beginning and conclusion of the study to assess participants' NOS conceptions and argumentation components in socioscientific contexts. The results showed that the connected group outperformed the non‐connected group in generating arguments and counterarguments. As for NOS, the results revealed that both the connected and non‐connected approaches showed a general enhancement of the conceptions of the NOS aspects. These results are interpreted in terms of the reflective judgment model, argumentation as a framework, an explicit approach, cognitive load theory, and curriculum coherence.

show abstract

“…The method of storytelling is traditionally used during all stages of continuous chemical education (Bolte, 2013;Collins, 2021;Dias, 2021;Ihde, 1971;Folino, 2001;Milanovic, 2020;Morais, 2015;Pabuccu, 2016;Peleg, 2017;Winston, 2017). Its use in the early stages of education is widely known, while storytelling in university education is not used as often as possible.…”

Section: Sources Of Information For Storytelling and The Examples Of ...mentioning

confidence: 99%

“…Materials related to the history of the development of chemistry as a science, the role of individuals and the fate of their discoveries always attract attention. The use of the historical approach in teaching chemistry has been studied for many years (Hargittai, 2002(Hargittai, , 2003Jaffe, 2012;Kortman, 2020;Kuramshin, 2017;Machanti, 2014;Milanovic, 2020;Rayner-Canman, 1998;). In order to form students' knowledge of the conceptual aspects and processes of science a convenient pedagogical approach can be used that implies integrating of short historical stories in chemistry teaching.…”

Section: History Of Chemistry the Role Of Private Personsmentioning

confidence: 99%

The Storytelling: An Effective Tool in the Teaching of High-Level Chemistry

Vasilevskaya

Боборико

2021

GU/NSE

View full text Add to dashboard Cite

Storytelling is a teaching method that presents learning material through personally significant stories and associates with the personal experience of the teacher and student. This method trains the ability to work with information, teaches to analyze situations and evaluate alternatives, correlates the studied theoretical material with practice, develops the skill of solving practical problems. Types of pedagogical storytelling and building of the story were reviewed. Using storytelling in higher chemical education is discussed. It is shown that literature and science literature, publications in the media, art, history of chemistry, current stage of the scientific research, and real production experience can be used as information sources for creating educational stories in chemical education. Examples of the use of storytelling in the preparation of students at the Faculty of Chemistry of the Belarusian State University are given. Keywords: storytelling, chemistry education, history of chemistry, chemistry laboratory practice

show abstract

Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry

Cited by 6 publications

References 72 publications

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Chemistry as Part of Society Through Centuries – The First Experience From Teachers’ Education

Connected learning: An approach for teaching nature of science aspects and argumentation components

The Storytelling: An Effective Tool in the Teaching of High-Level Chemistry

Contact Info

Product

Resources

About