Science Camp for Middle School Blind and Visually Impaired Students

Ali, Zahraa A.; Rashid, Ibtisam; Al-Merri, Shafeah H.; Erjaib, Naser Abu; Chehadeh, Dduha

doi:10.1021/acs.jchemed.3c01122

Cited by 2 publications

(1 citation statement)

References 39 publications

(74 reference statements)

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“…Benefits to both sides of the instructional exercises, undergraduate student presenters and younger student participants, have been noted for these activities . Several camps have endeavored to provide enrichment activities for specific audiences that might otherwise have fewer opportunities to engage with chemistry. − …”

Section: Chemistry Outreach Activities Over Timementioning

confidence: 99%

101 Years of Chemistry Everywhere: Outreach and Chemical Education

Holme

2024

J. Chem. Educ.

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Highlighting the number of ways that chemical education has thrived with publication in the Journal of Chemical Education outpaced the available space in the 100th volume celebration, published in 2023. Thus, one key aspect of learning chemistry, outreach about the nature and applications of chemistry, remains to be highlighted now, in the 101st volume. The creativity and innovation of chemistry educators in devising and staging such outreach is as enduring as any subfield of chemistry. A new collection of over 50 articles from the past century (plus one year) has been gathered and posted here () as a look at the evolution of outreach efforts in chemical education.

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Section: Chemistry Outreach Activities Over Timementioning

confidence: 99%

101 Years of Chemistry Everywhere: Outreach and Chemical Education

Holme

2024

J. Chem. Educ.

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Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

da Silva Júnior,

Girotto Júnior,

Morais

et al. 2024

Pure and Applied Chemistry

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The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

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Science Camp for Middle School Blind and Visually Impaired Students

Cited by 2 publications

References 39 publications

101 Years of Chemistry Everywhere: Outreach and Chemical Education

101 Years of Chemistry Everywhere: Outreach and Chemical Education

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

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