Methods Of Teaching Chemistry In Secondary Schools

Methods Of Teaching Chemistry In Secondary Schools – Culinary Chemistry Course for Chemistry Students Implications for Chemistry and Teacher Education;

This study presents the Kitchen Chemistry (KC) curriculum and its implications for chemistry education. KC is considered a life-relevant learning environment that engages students in science by pursuing personally relevant and meaningful goals. KC, as a form of interdisciplinary education, aims to support the development of boundary-crossing skills and the development of students’ scientific thinking. The purpose of this study was to explore how KC applied a context-based learning approach to chemistry education and what it offers to chemistry teaching and teacher education. We found that KC enabled lower secondary students to understand chemical phenomena in a familiar context. Teachers in the visiting group saw integration as a challenge Students often treat chemistry and home economics as separate units Chemistry students emphasize real-world connections to chemistry concepts and contexts They also found KC to be an interesting way of teaching chemistry According to the teachers of the KC course, the students were enthusiastic and enthusiastic and gave positive feedback about the course. These findings suggest that teachers and teacher education students should be guided by the active use of integration

Methods Of Teaching Chemistry In Secondary Schools

A case-based approach is part of the new core curriculum in basic education in Finland (Finland National Board of Education (FNBE), 2016; Simonidis and Schwarz, 2016). The Finnish National Core Curriculum recommends that learning environments provide ways to explore phenomena from different perspectives (Finland National Board of Education (FNBE), 2016). At the heart of event-based learning are real events and discussions in real contexts The starting point of learning is real-world phenomena or topics examined throughout each subject and interdisciplinary study. Inclusive education is also an important part of modern school culture and supports broad basic education The goal of integrated education is to help students see the interdependence and relationships between the phenomena being studied (Finland National Board of Education (FNBE), 2016).

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Therefore, in this empirical study, we wanted to explore the content of culinary chemistry (KC) in chemistry education. KC is a life-oriented subject and offers interdisciplinary opportunities combining chemistry and home economics. For this reason, we considered KC as a valuable study area in school education and chemistry teacher education This research may contribute to how KC can be developed in school contexts at different grade levels in the future

This article focuses on students at the lower secondary (10-14 age group) education level and university chemistry majors and minors.

According to Wood (2007), teaching and learning that cross subject boundaries is in the higher education (HE) literature in different national contexts. Interdisciplinary thinking can be defined as the ability to integrate knowledge from two or more disciplines (Ivanitskaya, Clark, Montgomery, & Primo, 2002). According to Ivanitskaya et al (2002), interdisciplinary education is “characterized by the integration of multidisciplinary knowledge into a central programmatic theme or focus” (p. 95). Ivanitskaya and others 2002. 135) integration or synthesis of knowledge is seen as a defining feature of interdisciplinarity, and the ability to integrate or synthesize is a beneficial outcome of interdisciplinary HE education. Thus, the learning outcome is called interdisciplinary thinking or interdisciplinary understanding However, interdisciplinary thinking does not happen by itself This is important for teachers to help students synthesize two or more subjects (Spell, Beamons, Tobey, Luning, & Mulder 2009). Ivanitskaya and others (2002, p. 97) also introduce the concept of multidimensional learning used by Shafritz, Koeppe and Soper in 1988; For the purposes of this article, we will use the most general term

Context provides a structurally coherent meaning for something new that can be placed in a broader perspective These descriptions are similar to Context-Based Chemistry Education (CBCE); Chemistry must be more meaningful to students, students must see their learning as relevant to some aspect of everyday life, and they must be able to construct logical mental maps of the subject. . (Gilbert, 2006) Altai and Chalk (2012) explained that CBCE aims to make connections between the scientific content of the chemistry curriculum and real life. It also tries to make chemistry learning meaningful for students (King, 2012; Voss, 2010, p. 15). CBCE aims to focus on how knowledge is constructed in the scientific discipline of chemistry, allowing students to experience “doing” chemistry. Students need to develop integrated use of chemistry-specific language (Vos, 2010, p. 15). The core idea of ​​context-based science education was to include the contexts in which concepts are used and the relationships between those concepts in a clear way, as this would make more sense to students (Gilbert, Boult, & Pilot, 2011).

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However, teaching science through content is not enough if we want students to develop their scientific understanding to solve problems in their everyday lives (Campbell & Lubben, 2000). For example, project work would be an answer to this problem because it enables students to learn to choose scientific concepts that are relevant to solving problems. Everyday situations should be seen as the starting and ending points of science education There must be a meaningful, two-way understanding and flow of knowledge between school science and everyday life experience. This is a key to science education that has a significant personal impact on the lives of many students

Yip, et al. (2012) define KC as a life-related learning (LRL) environment They explain that the LRL environment engages learners in science by pursuing personally relevant and meaningful goals. These environments can be formal or informal learning contexts The kitchen can be an everyday context that can support science education This is why Yip et al (2012) developed KC as a directed query LRL program. It allows participants to learn science and engage in scientific practice in a culinary context. For example, through semi-structured activities and discussions, learners use their scientific knowledge to develop their personal research on cooking.

Helping students see the importance of science in their lives is important, and Casey can help with that Clegg, Gardner, and Kolodner (2010) also developed an approach to engaging more students in science. Their school and summer camp cooking and science programs enable students to learn science through cooking This is especially helpful for students who may or may not be interested in science Their goal was to spark students’ interest in cooking and then help them connect cooking with science. This approach enables students to engage in authentic scientific practice, which in turn leads to meaningful scientific experiences for their students. Jacobsen (2011) suggests that using a non-laboratory space in school, such as a home economics classroom, can make chemistry accessible to everyone and better connected to each student’s everyday life.

This study uses the comparative case study standard (Yin, 2009). A multiple case study design was chosen because there are multiple units of analysis rather than a single implementation. This case study compares two groups of learners (classroom visiting students and university KC course teacher education students) and two groups of teachers (classroom teachers and KC course teachers) in the same context.

Effects Of Lecture And Demonstration Method On Teaching And Learning Secondary School Chemistry In Enugu State (a Case Study Of Selected Secondary Schools In Enugu Urban)

The KC course is an optional course for advanced study students of the Department of Chemistry at the University of Jyväskylä. The KC course is one semester long and is intended for fourth and fifth year chemistry students The course was offered twice During this period, it was developed by adding lecture classes The purpose of these lectures is to give more guidance to the chemistry content as it relates specifically to cooking.

During the course, students study selected chemistry related to food and food preparation (e.g., Bell, 2014). The KC course is 5 ECTS credits and the course requires active participation in lectures and laboratory work. Figure 1 shows the content of the KC curriculum

A representative sample of courses and topics is shown in Table 1 The course included six 4-hour laboratory exercises

= 75) obtained from four different sources, which are shown in Table 2 Data were collected in spring 2018 The response rate for all sources was 100%

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Since we are interested in the total KC course, we selected all possible groups as cases All three questionnaires contained questions related to experiences gained in KC learning contexts Questionnaire items used a 5-point Likert scale ranging from (1) strongly disagree to (5) strongly agree, and also contained open-ended questions. KC course was teacher data

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