Chemistry Educational Research

RESUMEN El óxido y el hidróxido del escandio son compuestos de escaso interés desde el punto de vista de las enseñanzas medias. El Sc (III) no posee electrones d, por lo que sus compuestos son de color blanco,algo decepcionante si lo comparamos con los del resto de los derivados de los metales de transición A pesar de ello, veremos cómo podemos encontrar algunas reacciones de atractivo académico para el alumnado, como el carácter anfótero de los compuestos o la particular estructura gelatinosa del hidróxido. Palabras clave: Óxido de escandio; Hidróxido de escandio. ABSTRACT Scandium oxide and hydroxide are not interesting compounds regarding middle school views. Sc (III) is the only ion, and it hasn't d-electrons, so its compounds are white, a disappointing fact if compared with any of the transition metals ones. Instead of this, we'll show that scandium oxide and hydroxide present some reactions of pedagogic significance, such as the amphoteric character or the gelatinous structure of the hydroxide.

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12th grade level. The target group consisted of 42 secondary students at the 12th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly.  Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly.

Despite the fact that Chemistry is the gatekeeper and backbone of other science subjects, the general performance in Chemistry among secondary school students countrywide remains poor. Research evidence shows that poor performance in Chemistry not only results from intrinsic conceptual difficulties in the subject but also springs from poor Chemistry Laboratory work. However, Chemistry educationists seem to be in disagreement with respect to the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. This study, therefore, sought to find out the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. The study was guided by John Dewey’s Constructivist Learning theory. The study was conducted in Kilifi North Constituency. The research design was correlation, simple random sampling was used to select one girl school, six mixed schools, and Purposive sampling was used to select one boys’ school. Stratified random sampling and simple random sampling were used to select 80 students. Data was collected by use of Student Questionnaire (SQ) and through analysis of documents and mark sheet form. Statistical package for social sciences (SPSS) was used to facilitate data analysis. Descriptive statistics and inferential statistics were used. The level of significant used in the study was 0.05. The findings revealed, 27.5% of schools utilize the expected 11-13 lessons per term, 33.75% utilizes 7-10 lessons and 38.75% utilizes 3-6 lessons. The findings emerging from this study also revealed that there was a significant positive relationship between; the use of chemistry laboratory and student’s academic performance in chemistry. In conclusion, students whose teachers always take them to the laboratory during practical lessons performed better in practical examinations.

The aim of this study was to develop a three-tier concept test to determine high school students' conceptual understanding in terms of chemical bonding, and at implementing a reliability and validity study for the test. A total of 175 high school students participated in the research. A three-tier test of 15 questions was employed in the study. Expert opinion was consulted for content and face validity. Furthermore, false positive and false negative values were also calculated for content validity, and on average these values were found to be less than 10%. Statistical analyses were performed for construct validity; Cronbach's Alpha coefficient was calculated as 0.74. To perform item analysis, the top 27% of the students and the bottom 27% of the students were determined. As a result, it was found that item difficulty indices ranged between .47 and .77, and that the discrimination indices were above .30. Following the analyses, both item difficulty indices and discrimination indices were found to be adequate. At the end of the study, Chemical Bonding Concept Test was considered to be reliable and valid.

RESUMEN Tanto el cromato como el dicromato presentan una gran diversidad de reacciones atractivas de utilidad para comprender algunos de los mecanismos fundamentales de la química básica, por lo que pueden ser empleados con ventaja en el laboratorio de Secundaria y de Bachillerato. Aquí presentamos una visión general de algunas de las conocidas reacciones de interés en las que participan, de una u otra forma, indicando dónde consideramos más apropiado su aplicación en el currículo. Además, debido al carácter carcinogénico del cromo (VI) y a su toxicidad general, sendos compuestos constituyen buenos ejemplos sobre cómo se debe trabajar en campana siguiendo un protocolo de seguridad.
ABSTRACT Chromate and dichromate present a great diversity of attractive reactions that are useful for understanding some fundamental mechanisms in ground Chemistry, so they can be used advantageously in Compulsory Secondary Education or in Spanish Baccalaureate. Here we present an overview with some of their well-known reactions, proposing when we consider them more appropriated in our curriculum. Also, on account of the carcinogenic nature of chromium (VI) and its general toxicity, both compounds are good examples for learning how to manipulate hazardous substances in a fume hood.

This study examined the effects of multimedia instructional strategies on chemistry students’ science process skills acquisition and achievement in Kano state. Six research questions and six null hypotheses guided the study. Researchers have revealed that students perform poorly in practical chemistry in spite of all that has been done to improve science teaching and learning in secondary schools. This situation could hamper their overall achievement in chemistry and therefore could cripple the realization of national goals for scientific and technological development. Literature has also shown that the use of innovative teaching methods such as multimedia instructional strategy could enhance science process skills acquisition and achievement in science, including chemistry. It is on this note that this study was carry out. The design of the study was quasi-experimental, specifically pre-test, post-test, non-equivalent control group design. A random sampling technique using balloting method was used in selecting three public senior secondary schools out of the sixty-five (65) secondary schools in Nassarawa Education Zone because of the experimental nature of the study. Eighty-one (81) students were used for the two experimental groups and thirty-nine (39) students were used for the control group. All the groups were intact classes. The instruments used in data collection are science process skills acquisition test (SPSAT) which is designed to assess the level of students’ science process skills acquired in qualitative analysis and qualitative analysis concepts achievement test (QACAT) which is to measure the level of knowledge attained in qualitative analysis concepts in chemistry. The instruments were validated by experts in chemistry education and measurement and evaluation based on content coverage, clarity, non-ambiguity, relevance and to the level of the students’ knowledge. Split half reliability technique was used to estimate the reliability coefficient of SPSAT. The scores were correlated using Pearson product moment correlation analysis and found to be 0.79.On the other hand, the reliability coefficient of QACAT was calculated using test, retest procedure of two weeks interval. The scores of the two tests were also correlated using Pearson product moment correlation and found to be 0.88. The data collected were analyzed using mean, standard deviation, t-test, analyzing of covariance (ANCOVA) and Scheffe post hoc test at 0.05level of significance. The findings of this study revealed that multimedia instructional strategy improved both the acquisition of science process skills and academic achievement better than the conventional laboratory method. The study also found that there is statistically significant difference between the two experimental groups.

This study determined the effect of homogenous and heterogeneous gender pairing cooperative learning strategies on students' achievement in Chemistry at the secondary school level. Mental ability was the moderating variable and three hypotheses were tested at 0.05 level of significance. The study adopted a pretest-posttest, control group, quasi-experimental research design. A total of 300 students were randomly selected from 6 schools (2 mixed schools, 2 boys' only schools, and 2 girls' only school). The instruments used in the study were: Students' Chemistry Achievement Test (SCAT), Students' Mental Ability Test (SMAT), lesson notes on the periodic table and teachers' Original Research Article

The article shows an analysis of how the theme “water” is presented in chemistry textbooks in high school settings. The results show, to a large extent, a contextualized approach of the chemical contents related to the theme “water” through texts with technological applications and their environmental, social, political and economic implications. From this initial analysis, the authors propose the construction of a model for the insertion of environmental education in the teaching of Chemistry using “water” as a generative theme. The research aims to encourage and to contribute with pedagogical practices in Chemistry studies that favor the contact of students with environmental themes in learning experiences that are pleasurable and meaningful for students.
Keywords: Curricular Environmentalization, Chemistry Teaching, Generative Themes.

In the present study, it is aimed to determine effects of worksheets on students’ achievement on the factors affecting equilibrium. The study was carried out with a quasi-experimental design. Data were collected through chemical equilibrium concept test, semi structured interviews and unstructured observations. The sample was 44, eleventh grade students enrolled in two classes from a secondary school in Trabzon in the fall term of the 2008-2009 academic years. During the teaching the worksheets which were developed based on constructivist learning theory were used in experimental group, while the control group taught with the traditional instruction. Chemical equilibrium concept test was carried out as pre- and post-test to the both groups. Semi-structured interviews were conducted with three students from each group. Interview data were analysed descriptively. Data collected from chemical equilibrium concept test were analysed by using SPSS statistical programme. On the other hand data from unstructured observations were organized and then given directly. At the end of the study, it is found that experimental group students were more successful than the control group. As a result, a number of suggestions were made about development of worksheets in other difficult concepts of chemistry.

Key Words: Equilibrium, Effecting factors of equilibrium, Worksheets

Abstrak Kajian tindakan ini dijalankan bertujuan untuk meningkatkan keberkesanan amalan pedagogi guru dalam mengajar subtopik konsep mol. Kajian ini berfokus kepada bagaimana untuk membantu pelajar memperkukuhkan kefahaman konseptual terhadap konsep mol dan membantu pelajar mengaplikasikan konsep mol dalam menyelesaikan masalah berkaitan keseimbangan stoikiometri. Peta Pemikiran dan Analisis Bahagian-Keseluruhan (PPABK) diperkenalkan dalam kajian ini. Kajian di jalankan terhadap 22 orang pelajar program matrikulasi yang mangambil subjek kimia. Kajian ini mendapati PPABK yang diperkenalkan berjaya membantu pelajar menjawab soalan aplikasi konsep mol berkaitan keseimbangan kimia pada aras pemikiran rendah (pengetahuan, kefahaman, aplikasi). Walau bagaimanapun, masih terdapat pelajar yang tidak dapat menjawab soalan melibatkan aplikasi konsep mol pada aras pemikiran tinggi (analisis, sintesis). Maka pengkaji mencadangkan supaya guru memberikan tumpuan kepada bagaimana untuk membantu pelajar memproses maklumat, berfikir secara sistematik dan bertindak secara intelektual dalam mengkonsepsi maklumat dan menyelesaikan masalah. Pelajar perlu dilatih untuk mengaplikasikan proses berfikir yang betul dalam mengkonsepsi maklumat dan menyelesaikan masalah. Oleh yang demikian, tabiat minda (Habits of mind) perlu diserap dalam amalan pengajaran dan pembelajaran di bilik darjah ke arah melahirkan pelajar yang berkemahiran berfikir.

MDMA (3, 4-mеthуlеnеdіоxуmеthаmрhеtаmіnе), іѕ mоѕt соmmоnlу knоwn as " Eсѕtаѕу " оr " Mоllу. " It іѕ a ѕуnthеtіс рѕусhоасtіvе drug thаt аltеrѕ mооd аnd реrсерtіоn (аwаrеnеѕѕ оf ѕurrоundіng оbjесtѕ аnd соndіtіоnѕ). It іѕ сhеmісаllу ѕіmіlаr tо both ѕtіmulаntѕ аnd hаlluсіnоgеnѕ, рrоduсіng fееlіngѕ of іnсrеаѕеd еnеrgу, рlеаѕurе, еmоtіоnаl wаrmth, аnd dіѕtоrtеd ѕеnѕоrу аnd tіmе реrсерtіоn. Eсѕtаѕу еxеrtѕ іtѕ рrіmаrу еffесtѕ іn thе brain оn nеurоnѕ thаt uѕе thе сhеmісаl ѕеrоtоnіn tо соmmunісаtе wіth оthеr nеurоnѕ. Thе ѕеrоtоnіn system plays аn іmроrtаnt rоlе іn rеgulаtіng mood, аggrеѕѕіоn, ѕеxuаl асtіvіtу, ѕlеер, аnd ѕеnѕіtіvіtу tо раіn. MDMA wаѕ іnіtіаllу рорulаr іn thе nіghtсlub ѕсеnе and аt аll-nіght dаnсе parties ("rаvеѕ"), but thе drug nоw аffесtѕ a broader rаngе оf users whо mоrе соmmоnlу саll thе drug Eсѕtаѕу оr Mоllу. MDMA wаѕ fіrѕt ѕуnthеѕіzеd by a Gеrmаn соmраnу іn 1912, роѕѕіblу tо bе uѕеd аѕ аn арреtіtе ѕuррrеѕѕаnt. MDMA hаѕ been аvаіlаblе аѕ a ѕtrееt drug ѕіnсе thе 1980s. Its uѕе еѕсаlаtеd іn thе 1990ѕ аmоng соllеgе ѕtudеntѕ and уоung аdultѕ. It is most often dіѕtrіbutеd аt lаtе-nіght parties саllеd "rаvеѕ", nіghtсlubѕ, аnd rосk соnсеrtѕ. Aѕ thе rаvе аnd club ѕсеnе еxраndеd tо mеtrороlіtаn аnd ѕuburbаn areas асrоѕѕ thе соuntrу, MDMA uѕе аnd distribution іnсrеаѕеd аѕ wеll. MDMA іѕ frеԛuеntlу uѕеd іn соmbіnаtіоn wіth оthеr drugѕ. Hоwеvеr, іt іѕ rаrеlу consumed wіth аlсоhоl, аѕ аlсоhоl іѕ bеlіеvеd tо diminish іtѕ еffесtѕ. MDMA іѕ соnѕіdеrеd bу thе U.S. Fеdеrаl gоvеrnmеnt tо hаvе no mеdісаl bеnеfіt аnd a hіgh роtеntіаl fоr аbuѕе. Hоwеvеr, rеѕеаrсhеrѕ соntіnuе tо іnvеѕtіgаtе the роѕѕіblе mеdісаl bеnеfіtѕ fоr раtіеntѕ wіth роѕt-trаumаtіс ѕtrеѕѕ dіѕоrdеr (PTSD) аnd tеrmіnаl саnсеr раtіеntѕ wіth аnxіеtу. Hоw dоеѕ MDMA wоrk? Yоur mood іѕ closely rеlаtеd tо thе lеvеl оf a сhеmісаl соmроund саllеd " serotonin " іn уоur brаіn. It'ѕ rеlеаѕеd іn thе ѕуnарѕеѕ bеtwееn neurons. Dерrеѕѕеd реорlе tеnd tо hаvе lоw lеvеlѕ оf ѕеrоtоnіn, hарру реорlе tеnd tо hаvе hіgh lеvеlѕ. Whеn a реrѕоn tаkеѕ Eсѕtаѕу (MDMA), a lоt оf ѕеrоtоnіn іѕ rеlеаѕеd, muсh mоrе thаn under nоrmаl сіrсumѕtаnсеѕ, whісh mаkеѕ him оr hеr еxtrеmеlу hарру. Sеrоtоnіn раthwауѕ іn thе brain: Thе nеrvе раthwау thаt is рrеdоmіnаntlу аffесtеd bу есѕtаѕу іѕ саllеd thе serotonin раthwау. Sеrоtоnіn іѕ a nеurоtrаnѕmіttеr thаt іѕ ѕуnthеѕіzеd, ѕtоrеd, аnd rеlеаѕеd bу ѕресіfіс nеurоnѕ іn thіѕ раthwау. It іѕ іnvоlvеd іn thе rеgulаtіоn of ѕеvеrаl рrосеѕѕеѕ wіthіn thе brаіn, іnсludіng mооd, еmоtіоnѕ, аggrеѕѕіоn, ѕlеер, арреtіtе, anxiety, mеmоrу, аnd perceptions. Tеll thе students thаt уоu wіll ѕhоw thеm hоw a сhеmісаl lіkе ѕеrоtоnіn саn rеgulаtе thеѕе рrосеѕѕеѕ. Fіrѕt, dеѕсrіbе hоw ѕеrоtоnіn раthwауѕ іnnеrvаtе

Since the first widespread implementation of Problem Based Learning (PBL) in medical teaching in the 1960s (Woods, 1996; Boud, et al., 1998), this pedagogical approach has become increasingly popular in the teaching on physical science programmes (Williams, et al., 2010). PBL approaches to learning and teaching are based around student-focused enquiry with a particular emphasis on the development of high level skills including the application of abstract discipline specific knowledge to ill-defined interdisciplinary research questions and the ability to communicate the findings of a project to a range of diverse audience types.

This paper will describe the strategies adopted by the University of Leicester’s Department of Chemistry to develop suitable assessments for PBL courses. The paper will include a discussion of the need to develop authentic assessments which are suitably aligned with the context of the problem and the expectations of undergraduate chemistry students. The paper will describe a number of examples from the chemistry degree programme and will include discussion of how the PBL process allows the effective integration of formative assessment throughout the problem solving process. The paper will also include a discussion of how effective assessment of PBL activities can be used to help students make connections between different components of a course and to develop as individuals throughout a course by reflecting on earlier experiences and adapting their approach to future tasks as appropriate.

References:
Boud D. and Felletti G. E., (1997), The challenge of problem-based learning, Kogan-Page London.

Williams, D. P., Woodward, J. R., Symons, S. L., Davies, D. L., (2010), Group problems in problem-based learning, Chem. Ed. Res. Pract., 11, 32-42.

Woods D. R., (1996), in Problem-based learning: helping your students gain the most from PBL, McMaster University, Hamilton (http://chemeng.mcmaster.ca/pbl/pbl.htm Accessed 6thJuly 2015).

This study aims to improve student activity and learning outcomes in the Colloidal concept of teaching and learning through the STAD learning model. The average chemistry learning outcomes of students of class XI IPA of SMAN 15 Pandeglang before research / pre-cycle is 61.8. STAD learning provides many opportunities for students to express their opinions, ask questions and answer each other, so that all students can be actively involved in the learning process. This class action research consists of 3 cycles, with 4 stages, namely planning, implementing, observing, and reflecting. Performed on 25 students of class XI IPA of SMAN 15 Pandeglang in the 2016/2017 school year. Based on the results of the study, it turns out student activity increased from cycle I to III by 5, 15, and 23 students. Student learning outcomes in the cognitive domain also increased by 62.32; 71.68 and 81.08 and in the psychomotor domain 59.8; 71.68; and 83.36, and in the affective domain 21.92; 38.48; and 53.28 from Cycle I to Cycle III. Student responses also increased by 32%, 60%, and 88% showed that the application of the STAD learning model could increase student activity. In general, the results of the study indicate that the application of STAD learning models can improve student activity and learning outcomes in the teaching and learning process of Colloidal concepts at SMAN 15 Pandeglang.

The experiment was conducted at the Department of Agricultural Technology Research and Teaching Farm in Ramat Polytechnic Maiduguri to determine the effect of Moringa olifera leaf extract on the growth and yield of tomatoes (Solanum lycopersicum L.) in the semi-arid environment of Maiduguri, Borno State. Parameters measure include, leaf number, plant height, number of fruit and weight of fruits. The result obtained shows that there was significant difference in plant height per plant among the treatment at 4 and 8 WAT, while number of plant leaves per plant was recorded highest in Treatment three (T3) between other treatment. This study suggests the application of Moringa olifera leaf extract at critical growth stages for better growth and yield of performance of tomatoes production in Maiduguri is the best as it gives highest yield and highly profitable when compared to other source of plant extract.

we can utilize the learning in our both modules as well as we can explore the idea of science education and how it is differ from natural science by referring various examples from research paper we can analyze the real fact behind the science teaching with respect to science education and science as discipline not only this it will be very helpful to understand about misconception in science and what is the root cause of these naïve concept/pre concept/alternate concept and misconception. The concept of Ockham’s razor is also new takeaway for me.

This study is aimed to analyze conceptions of student teachers who receive education from Turkey and Germany, toward ozone layer by comparing them according to several variables. Sample of the study is composed of 78 student teachers of chemistry who received education in three universities from three different cities in Turkey and 72 student teachers of chemistry who received education in different universities of Hessen and Baden-Württemberg States of Germany in 2012-2013. This research, which was carried out in order to detect student chemistry teachers' levels of conception toward environmental chemistry, is a descriptive research carried out with comparative study method. To collect data, open-ended questionnaire which was composed of four questions and likert scale about ozone layer was used. SPSS 17,0 package program was used to analyze data. No meaningful statistical differences detected between the ranks of student teachers (101 female and 68 male) depending on the gender based on Mann-Whitney U analyze results(U= 3425,000; p=0,977; p>,05) which was applied in order to determine whether there were any meaningful differences between male and female student teachers' questionnaire ranks or not. When results of Mann-Whitney U which was applied in order to detect were analyzed, it was seen that there was a meaningful difference between students' questionnaire ranks depending on the country in which they received education(U= 3,425,000; p=0,977; p>,05).

Many students have some difficulties in understanding chemistry since many abstract and complex concepts. Consequently, students could construct concepts differ from scientific explanation which is named as misconceptions. Identifying misconceptions is the first step to prevent these misconceptions. In this study was conducted to students' misconceptions on Chemical Equilibrium. The population of study was the senior high schools in Medan, and the sample of study involved two hundred and eighteen 11 th grade students from six different schools which represented by SMA Negeri 2 Medan (40 students), SMA Negeri 3 Medan (40 students), SMA Negeri 7 Medan (40 students), SMA Negeri 10 Medan (38 students), SMA Negeri 13 (30 students), and SMA Negeri 17 medan (30 students). For the data collection, Chemical Equilibrium Misconception Test (CEMT) was design by the researcher and collected from some books of chemistry for students. Descriptive analysis was used in analyzing of the data, students' responses in CEMT were categorized and it was revealed that students had some misconception about this subject. The students had misconception in understanding the application of Le Chatelier's principle 21.85%, concept of the dynamic equilibrium 8.56%, homogenous and heterogeneous equilibrium, and equilibrium constant 23.67%, the direction of reaction 35.32%, the dissociation degree concept 28.44%, determining of K ek on "Relationship between two Kc from two related reactions" 30.73%, and understanding of application the relationship between Kp and Kc 14.37%.

A non-experimental descriptive and correlational design was used to examine the ‘notion of the nature of scientific model, atom achievement and correlation between the two’ held by a total sample of 76 prospective science teachers. “Students’ Understanding of Models in Science” scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. “Atom Achievement Test” was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.

The Pharmaceutical part accepts an irreplaceable part in supporting the budgetary change of a country. This study tries to evaluate HRD Trends of delegates’ in particular pharmaceutical associations. It focuses on the relative essentialness of occupation satisfaction components and their impacts on the general occupation satisfaction of specialists. It is like manner examines the impacts of pharmaceutical sort, work experience, age, and sex contrasts on the miens toward vocation Satisfaction. The method for business operation, the work society and the level of livelihood satisfaction have encountered sea change for the pharmaceutical associations. As a business recommendation began huge endeavor while overwhelming a portion of their stocks is going down bringing a strange condition of trepidation related to boss security among its laborers. This examination paper highlights some of these issues and presents a photograph of level of occupation satisfaction among delegates of pharmaceutical associations. It moreover perceives unique issues of occupation satisfaction in the associations.

MeParticle-WeMatter is a participatory simulation in which students play the role of particles. The students navigate their particle in a multi-particle environment, as they are pulled or pushed by Lennard-Jones forces. We have used a quasi-experimental setup to study how participating as particles in this environment contributes to learning. The study focuses on an activity in which the students “heat” the particle fluid by colliding with the surrounding particles. 9th grade classrooms were divided into two groups: in one group students played the role of particles, and in the other group, students observed the simulation without participating as particles. In the paper we will report on the structure of the simulation as well as the learning gains for the two conditions.

RESUMO: Pesquisas demonstram que o uso de jogos didáticos possibilitam uma aula diferenciada, desde que seja aplicado de forma objetiva e estruturada. Assim, este trabalho apresenta reflexões sobre o uso de jogos didáticos no Ensino de Química no Brasil a partir das publicações da Química Nova na Escola e dos trabalhos apresentados no Encontro Nacional de Ensino de Química, ambos espaços que fazem parte da Divisão de Ensino de Química da Sociedade Brasileira de Química, e do Encontro Nacional de Jogos e Atividades Lúdicas no Ensino de Química. Neste levantamento, identificou-se publicações que demonstram um acréscimo de produções de jogos voltados para o ensino de Química e que estes possibilitam um maior interesse dos alunos por esta disciplina e seus desdobramentos. PALAVRAS CHAVE: ensino de Química; ensino e aprendizagem; jogos didáticos. OBJETIVOS: Apresentar uma perspectiva sobre o uso de jogos didáticos no ensino de Química do Brasil, refletindo sobre o uso do recurso a partir das publicações apresentadas em três espaços de divul-gação no referido país. FUNDAMENTAÇÃO TEÓRICA A aprendizagem dos conteúdos de Química ministrados no ambiente escolar depende de como estes serão explorados pelo professor, bem como das estratégias e recursos a serem utilizados durante as au-las. Assim, o professor deve conhecer quais materiais deve utilizar, pois muitas vezes o uso de recursos didáticos não familiares ao educador pode provocar resistência para a sua adoção proporcionando uma possível frustração durante o seu uso (Hoberman, 1973). Dentre os recursos didáticos validados para o processo de ensino e aprendizagem de Química, des-tacam-se as experimentações (Silva, Machado, Tunes, 2010), recursos audiovisuais (Arroio, Giordan, 2006), softwares (Machado, 2016), jogos didáticos (Soares, 2013), dentre outros. Em relação ao último, sabe-se que estes impulsionam o aluno a construir ativamente o conhecimento, levando-o ao prazer e ao esforço espontâneo de se aprender algo desde que a função lúdica e educativa estejam de forma harmo-niosa durante o seu processo de aplicação (Kishimoto, 1996). Mas, é possível que haja um desequilíbrio entre essas duas funções, se uma dessas for mais utilizada que a outra, o ensino é eliminado ou elimina-se o ludismo (Soares, 2004). Além disto, segundo Messeder Neto (2016) equilibrar estas duas funções é complicado, mas caso haja o desequilíbrio que o professor tendencie o processo para a função educativa, visto que o principal objetivo do uso do recurso em sala é a aprendizagem dos conteúdos científicos.

Today learning activity of students becomes a great significance for success of both education and life. There are at least two concepts of learning activity. One of these concepts considers learning activity as characteristic of personality. The second concept considers that learning activity is an action. Russian researches T.Shamova and G.Shchukina supposed what learning activity as characteristic of personality includes three levels. First level is a reproducing activity. If students have some knowledge of chemistry they can achieve second level was named interpretative activity. Third level is creative activity. Researchers in chemical education consider mainly learning activity as action. Many methods of stimulation learning activity have been developed, but the problem of improving learning activity as characteristic of personality in chemical education has not been resolved. Theoretical and experimental research allowed us to develop the pedagogical model for improving learning activity of students. Reproducing activity requires stimulating motives for learning. Motives «interestingly» and « usefully» are very helpful for this aim. Improving of interpretative activity requires that a success in learning was achieved. The concept of cognitive strategies is very useful to improve a creative activity. There is difference between terms «cognitive strategy» and «method». «Method» is a particular way of doing something. «Cognitive strategy» is a mental technology of thinking. We tried to help all teachers realize the model. We had formulated 7 simple rules with the aim of improving learning activity of students.

The study investigated if three-dimensional puzzle-based instructional strategy could improve senior secondary students’ engagement and academic performance in chemistry. A sample of 143 Senior Secondary 2 Students from 4 senior secondary schools in Makurdi Local Government Area of Benue State, Nigeria was used. The study adopted non-equivalent quasi-experimental research design. The instruments used for data collection were Chemistry Engagement Questionnaire (CEQ) and Chemistry Performance Test (CPT) with the reliability values of 0.89 and 0.93 using Cronbach Alpha and Kuder-Richardson respectively. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance. The study revealed that there is significant difference in the mean engagement and academic performance scores between students taught Chemistry  using three-dimensional puzzle-based instructional strategy and those taught using discussion method in favour of three-dimensional puzzle-based strategy [F(1,138) =2204.094, p<0.05], [F(1,138) =102.075, p<0.05]. It is found that there is no significant difference in the mean engagement and academic performance scores between male and female students taught Chemistry  using three-dimensional puzzle-based strategy [F(1,67) = .402, P>0.050],  [F(1,67) = .172, P>0.050]. It was recommended that three-dimensional puzzle-based instructional strategy should be adopted while teaching chemistry since it has been proved to be a viable option in enhancing students’ engagement and academic performance for regardless of gender.

The experiment was conducted at the Department of Agricultural Technology Research and Teaching Farm in Ramat Polytechnic Maiduguri to determine the effect of Moringa olifera leaf extract on the growth and yield of tomatoes (Solanum lycopersicum L.) in the semi-arid environment of Maiduguri, Borno State. Parameters measure include, leaf number, plant height, number of fruit and weight of fruits. The result obtained shows that there was significant difference in plant height per plant among the treatment at 4 and 8 WAT, while number of plant leaves per plant was recorded highest in Treatment three (T3) between other treatment. This study suggests the application of Moringa olifera leaf extract at critical growth stages for better growth and yield of performance of tomatoes production in Maiduguri is the best as it gives highest yield and highly profitable when compared to other source of plant extract.

RESUMO: O presente trabalho apresenta uma análise sobre sequências didáticas desenvolvidas por duas professoras participantes de um curso de formação continuada com fins prático-reflexivo, que explorava o uso de recursos visuais para o ensino de Química. Com a temática 'Alimentos', as profes-soras apresentaram propostas distintas, mas pertinentes a serem utilizadas na educação básica escolar. Além disto, foi perceptível a preocupação das mesmas em estruturarem atividades com recursos visuais variados, com fins de explorar de forma ampla os assuntos propostos. Além disto, foi perceptível os momentos de reflexões sobre a prática docente de ambas as professoras, possibilitando avanços no processo de ensino e aprendizagem ministrado por elas. PALAVRAS CHAVE: alimentos, autonomia, prática reflexiva, sequência didática. OBJETIVOS: Analisar as sequências didáticas (SD) sobre Alimentos propostas por duas professoras participantes de um curso de formação continuada e como as SD possibilitam o desenvolvimento da autonomia e prática reflexiva das discentes. FUNDAMENTAÇÃO TEÓRICA Para ocorrer um ensino prático reflexivo, a escola deveria disponibilizar momentos de discussão entre os professores e sua gestão. Assim, seria possível quebrar o paradigma das escolas que veem o ensino como transferência de informação e a aprendizagem, como o recebimento, a armazenagem e a digestão de informações (SCHÖN, 2000).

Twenty years ago, a major curriculum revision at a large, comprehensive university in the Western United States led to the implementation of an integrated lecture/laboratory (studio) experience for our engineering students taking general chemistry. Based on these twenty years of experience, construction of four purpose-built studio classrooms to house the majority of the remaining general chemistry courses was completed in 2013. A detailed study of the effects of the entire ecology of the studio experience on student success was initiated at that time. Data from content knowledge pre- and post-tests, learning attitudes surveys, and student course evaluations show positive effects on student performance, the development of more expert-like learning attitudes, increased student engagement, and increased student–instructor interactions vs. the previous separate lecture and laboratory instruction for non-engineering students. Our data also show that an associated new peer Learning Assis...

332 undergraduate chemistry students were surveyed in order to establish whether they had found A-level Mathematics and/or Further Mathematics to be good preparation for their degree. Perceptions of both subjects were found to be positive, with more than 80% of participants describing Mathematics or Further Mathematics as good preparation. In particular, pure mathematics and mechanics topics were found to be the most useful. Additionally, over 90% of participants who had studied at least AS-level Further Mathematics reported that there was an overlap between the material they encountered at A-level and in the first year of undergraduate study. This indicates that prospective undergraduate chemists would significantly benefit from studying A-level Mathematics, and in particular may benefit from specialising in the study of mechanics, something which will only be possible through the study of Further Mathematics after qualifications are reformed in September 2017. Universities should consequently consider revising their entry requirements or recommendations to applicants.

Due to increase in population the burden on public transportation the remote user needs a smart vehicle monitorinng system which provides the information about the bus, such as a current location of the bus and route between the stops. To overcome all the problems of our traditional transportation, we introduced our proposed system called as “ Smart Vechicle Tracking System Using IoT”. This system is based on a newly evolved concept of IoT. We implemented a Raspberry pie kit along with a GPS receiver into the bus which sends the current location of the bus to the server and also, we have an android application for showing that location on map. Raspberry pi is low-cost device with the higher performance.

The Pharmaceutical sector plays a vital role in underpinning the economic development of a country. This study attempts to evaluate job satisfaction of employees in different pharmaceutical companies. It focuses on the relative importance of job satisfaction factors and their impacts on the overall job satisfaction of employees. It also investigates the impacts of pharmaceutical type, work experience, age, and sex differences on the attitudes toward job Satisfaction. The result shows that salary, efficiency in work, fringe supervision, and co-worker relation are the most important factors contributing to job satisfaction. The overall job satisfaction of the employees in pharmaceutical sector is at the positive level. The nature of business operation, the work culture and the level of job satisfaction have undergone sea change for the pharmaceutical companies. As a business proposition initiated huge investment whereas majority of their stocks is going down bringing a high level of apprehension related to job security among its employees. This research paper highlights some of these problems and presents a picture of level of job satisfaction among employees of pharmaceutical companies. It also identifies unique issues of job satisfaction in the companies. Pharmaceuticals Companies are selected for the research because they are currently undergoing continued expansion. In order to gain competitive advantage and adapt to the dramatic changing environment, it is important for them to achieve management efficiency by increasing employee satisfaction in the organization. Hence this research was mainly undertaken to investigate on the significance of factors such as working conditions, pay and promotion, job security, fairness, relationship with co-workers and supervisors in affecting the job satisfaction. This paper presents a comprehensive diagnosis of job satisfaction indices of pharmaceutical business, the factors causing the dissatisfaction & suggestions to improve them.

Bu araştırmada, Teknoloji Destekli Bilimsel Araştırma (TEDBA) modeline uygun olarak işlenen Çevre Kimyası dersinin fen bilgisi öğretmen adaylarının bilimsel kavramsallaştırma, bilimsel araştırma ve bilimsel iletişim bilgi ve becerilerine etkisi irdelenmiştir. Araştırma 2011-2012 eğitim öğretim yılının bahar döneminde KTÜ Fatih Eğitim Fakültesinde fen bilgisi öğretmenliği programında öğrenim gören ve Çevre Kimyası seçmeli dersini alan 117 son sınıf öğretmen adayıyla yürütülmüştür. Karma metodoloji kapsamında veri toplamak amacıyla, Teknoloji, Pedagoji ve Alan Bilgisi Anketi, Bilgi İşlem Teknolojileri Yeterlik Anketi, Çevre Kimyası Anketi, Kimya Tutum ve Deneyim Anketi, TEDBA Özgüven Anketi, TEDBA Sınıf Gözlem Protokolü, mülakat, proje değerlendirme rubriği ve TEDBA web-sitesi diyalogları kullanılmıştır. Araştırmada kullanılan ölçme araçları TEDBA modelinin uygulanabilirliğini göstermekle birlikte, öğretmenlik uygulaması esnasında öğrenme ortamına transferinde özellikle bilimsel iletişim boyutunda, eksikliklerinin olduğu sonucuna varılmıştır. TEDBA modelinin uygulanabilirliğini tehdit eden en önemli faktörün, öğretmen adaylarının son sınıf olmalarından dolayı KPSS sınav kaygısı olduğu sonucuna ulaşılabilir. Aynı zamanda gelecekte yapılabilecek araştırmalarla ilgili önerilerde bulunulmuştur.