2014, Vol. 4. núm. 4Chemistry for engineering students: A key factor for social and technological developmenthttp://hdl.handle.net/2099/160612024-03-29T13:40:43Z2024-03-29T13:40:43ZChemistry for engineering students: a key factor for social and technological developmentLlorens Molina, Juan AntonioPinto, Gabrielhttp://hdl.handle.net/2099/163072020-07-22T22:01:33Z2015-04-10T07:57:55ZChemistry for engineering students: a key factor for social and technological development
Llorens Molina, Juan Antonio; Pinto, Gabriel
The peculiarity of Chemistry as a basic subject in Engineering Studies and its embedded potential difficulties are matters which are now common to universities worldwide. In particular, the learning of Chemistry in the new (post Bologna) degrees of Engineering in Spain and other countries is facing several challenges. In other words, there is a need to deepen into research and innovation tasks aiming at improving such studies within this new educational paradigm. Not to mention, two crucial aspects which are very often neglected, namely, reaching maximum efficiency of all types of available resources and obtaining a “knock on effect” from students and teachers at Secondary school level. The latter playing a crucial role so as to increase students’ awareness of the importance that Chemistry has at this particular educational level. Not to mention, how this increases their motivation towards this subject in the Higher Education scenario
2015-04-10T07:57:55ZLlorens Molina, Juan AntonioPinto, GabrielThe peculiarity of Chemistry as a basic subject in Engineering Studies and its embedded potential difficulties are matters which are now common to universities worldwide. In particular, the learning of Chemistry in the new (post Bologna) degrees of Engineering in Spain and other countries is facing several challenges. In other words, there is a need to deepen into research and innovation tasks aiming at improving such studies within this new educational paradigm. Not to mention, two crucial aspects which are very often neglected, namely, reaching maximum efficiency of all types of available resources and obtaining a “knock on effect” from students and teachers at Secondary school level. The latter playing a crucial role so as to increase students’ awareness of the importance that Chemistry has at this particular educational level. Not to mention, how this increases their motivation towards this subject in the Higher Education scenarioAssessment of achievement in problem-solving skills in a general chemistry courseMorales Bueno, Patriciahttp://hdl.handle.net/2099/162862020-07-22T22:01:32Z2015-04-08T10:58:35ZAssessment of achievement in problem-solving skills in a general chemistry course
Morales Bueno, Patricia
This article reports the development and validation study of tests to assess achievements at three levels of knowledge structure, following the model proposed by Sugrue to measure problem-solving skills. This model is particularly consistent with the theoretical constructs underlying problem-based learning (PBL) methodology. The tests were constructed for a General Chemistry course in a curriculum of engineering, which implements PBL methodology at a Peruvian university. The content validation of the tests was performed, as well as a pilot implementation with Peruvian students of first year enginnering. The results obtained in omissions percentage, difficulty degree, items response pattern and the point biserial coefficient (rpb), let us to conclude that these are appropiate tools for assessing these skills, so constitute a significant contribution to future research in this line.
2015-04-08T10:58:35ZMorales Bueno, PatriciaThis article reports the development and validation study of tests to assess achievements at three levels of knowledge structure, following the model proposed by Sugrue to measure problem-solving skills. This model is particularly consistent with the theoretical constructs underlying problem-based learning (PBL) methodology. The tests were constructed for a General Chemistry course in a curriculum of engineering, which implements PBL methodology at a Peruvian university. The content validation of the tests was performed, as well as a pilot implementation with Peruvian students of first year enginnering. The results obtained in omissions percentage, difficulty degree, items response pattern and the point biserial coefficient (rpb), let us to conclude that these are appropiate tools for assessing these skills, so constitute a significant contribution to future research in this line.Collaborative activities for solving multi-step problems in general chemistryTortajada Genaro, Luis Antoniohttp://hdl.handle.net/2099/162852020-07-22T22:01:31Z2015-04-08T10:21:38ZCollaborative activities for solving multi-step problems in general chemistry
Tortajada Genaro, Luis Antonio
The learning of solving multi-step problems is a relevant objective in chemical education for engineering students. In these questions, after analyzing initial data, a complex reasoning and an elaborated mathematical procedure is needed to achieve the correct numerical answer. But, many students are able to effectively use algorithms even with a lack of meaningful understanding of involved chemical concepts. This paper reports the application of some collaborative actions in order to induce a complete acquisition of problem solving skills. The studied approaches, performed inside and outside the classroom, are classified in low-collaborative and high-collaborative activities depending on the relative participation of instructor/students in their development. The critical description of proposed methodology and the produced outcomes are exposed. The contribution of each major reasoning mode (model, rule or case based) employed in these activities is analyzed. Also, the perception of students is evaluated based on the data provided by direct observation and a specific survey with Likert-scale and open-ended questions. The results indicate that the changes of teaching to a more conceptual orientation lead a deeper understanding, minimizing misconceptions or a rote learning.
2015-04-08T10:21:38ZTortajada Genaro, Luis AntonioThe learning of solving multi-step problems is a relevant objective in chemical education for engineering students. In these questions, after analyzing initial data, a complex reasoning and an elaborated mathematical procedure is needed to achieve the correct numerical answer. But, many students are able to effectively use algorithms even with a lack of meaningful understanding of involved chemical concepts. This paper reports the application of some collaborative actions in order to induce a complete acquisition of problem solving skills. The studied approaches, performed inside and outside the classroom, are classified in low-collaborative and high-collaborative activities depending on the relative participation of instructor/students in their development. The critical description of proposed methodology and the produced outcomes are exposed. The contribution of each major reasoning mode (model, rule or case based) employed in these activities is analyzed. Also, the perception of students is evaluated based on the data provided by direct observation and a specific survey with Likert-scale and open-ended questions. The results indicate that the changes of teaching to a more conceptual orientation lead a deeper understanding, minimizing misconceptions or a rote learning.Problem solving: how can we help students overcome cognitive difficultiesCardellini, Liberatohttp://hdl.handle.net/2099/162842020-07-22T22:01:32Z2015-04-08T07:51:24ZProblem solving: how can we help students overcome cognitive difficulties
Cardellini, Liberato
The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in a consistent manner. Topics such as atoms, molecules, and the mole concept are fundamental in chemistry and instructors may think that, for our students, should be easy to learn these concepts and to use them in solving problems, but it is not always so. If teachers do not put emphasis on the logical process during solving problems, students are at risk to become more proficient at applying the formulas rather than to reason.
This disappointing result is clear from the outcomes of questionnaires meant to measure the ability to calculate the mass of a sample from the number of atoms and vice versa. A suggestion from the cognitive load theory has proved a useful way to improve students’ skills for this type of problems: the use of worked out examples. The repetition after two weeks of the Friedel-Maloney test after the use of worked examples shows that students' skills significantly improve. Successful students in all questions jumped from 2 to 64%.
2015-04-08T07:51:24ZCardellini, LiberatoThe traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in a consistent manner. Topics such as atoms, molecules, and the mole concept are fundamental in chemistry and instructors may think that, for our students, should be easy to learn these concepts and to use them in solving problems, but it is not always so. If teachers do not put emphasis on the logical process during solving problems, students are at risk to become more proficient at applying the formulas rather than to reason.
This disappointing result is clear from the outcomes of questionnaires meant to measure the ability to calculate the mass of a sample from the number of atoms and vice versa. A suggestion from the cognitive load theory has proved a useful way to improve students’ skills for this type of problems: the use of worked out examples. The repetition after two weeks of the Friedel-Maloney test after the use of worked examples shows that students' skills significantly improve. Successful students in all questions jumped from 2 to 64%.The relationship between teacher-related factors and students' attitudes towards secondary school chemistry subject in Bureti district, KenyaChepkorir, SalomeCheptonui, Edna MarusoiChemutai, Agneshttp://hdl.handle.net/2099/162812020-07-22T22:01:31Z2015-04-07T12:57:06ZThe relationship between teacher-related factors and students' attitudes towards secondary school chemistry subject in Bureti district, Kenya
Chepkorir, Salome; Cheptonui, Edna Marusoi; Chemutai, Agnes
This paper examines the relationship between teacher-related factors and student’s attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers’ availability to attend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers’ personal levels of skills and knowledge of the subject matter in Chemistry and the impact of students’ negative attitudes towards Chemistry on teachers’ effectiveness. The research design used in the study was descriptive survey. The target population comprised Form Four students in ten selected secondary schools in Bureti District of Rift Valley Province Kenya. Stratified random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls’ schools, Boys’ schools and Co-educational schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers filled the questionnaires. The data collection instruments were questionnaires based on the Likert scale and document analysis. Data was analyzed descriptively using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance. From the study findings, a number of indicators revealed that there are some factors influencing students’ attitudes towards Chemistry, including lack of successful experiences in Chemistry, poor teaching. It was recommended that science teachers’ should encourage development of positive self-concept of ability among students. Among other recommendations, the study suggests that guidance and counselling of students in schools should be encouraged, to ensure positive attitudes towards and full participation by girls in, the subject. The findings of this study will be beneficial to the curriculum developers, Kenya Institute of Education as well as Chemistry teachers.
2015-04-07T12:57:06ZChepkorir, SalomeCheptonui, Edna MarusoiChemutai, AgnesThis paper examines the relationship between teacher-related factors and student’s attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers’ availability to attend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers’ personal levels of skills and knowledge of the subject matter in Chemistry and the impact of students’ negative attitudes towards Chemistry on teachers’ effectiveness. The research design used in the study was descriptive survey. The target population comprised Form Four students in ten selected secondary schools in Bureti District of Rift Valley Province Kenya. Stratified random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls’ schools, Boys’ schools and Co-educational schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers filled the questionnaires. The data collection instruments were questionnaires based on the Likert scale and document analysis. Data was analyzed descriptively using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance. From the study findings, a number of indicators revealed that there are some factors influencing students’ attitudes towards Chemistry, including lack of successful experiences in Chemistry, poor teaching. It was recommended that science teachers’ should encourage development of positive self-concept of ability among students. Among other recommendations, the study suggests that guidance and counselling of students in schools should be encouraged, to ensure positive attitudes towards and full participation by girls in, the subject. The findings of this study will be beneficial to the curriculum developers, Kenya Institute of Education as well as Chemistry teachers.Use of chemistry software to teach and assess model-based reaction and equation knowledgePyatt, Kevinhttp://hdl.handle.net/2099/162802020-07-22T22:01:32Z2015-04-07T12:34:19ZUse of chemistry software to teach and assess model-based reaction and equation knowledge
Pyatt, Kevin
This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes participated, referred to here as study group A (year 1), N = 14; and study group B (year 2), N = 21. The curriculum for a first-year chemistry course (group A) was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups.
2015-04-07T12:34:19ZPyatt, KevinThis study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes participated, referred to here as study group A (year 1), N = 14; and study group B (year 2), N = 21. The curriculum for a first-year chemistry course (group A) was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups.Egyptology in the service of learning chemistry in industrial engineeringGiménez Izquierdo, Francisco Javierhttp://hdl.handle.net/2099/162792020-07-22T22:01:31Z2015-04-07T12:19:16ZEgyptology in the service of learning chemistry in industrial engineering
Giménez Izquierdo, Francisco Javier
Ancient cultures or civilizations carried out different technological improvements without the knowledge of the scientific processes involved. At the Escola Tècnica Superior d’Enginyeria Industrial de Barcelona (ETSEIB), some courses deal with the technological achievements in the antiquity and, in particular, one course deals with the achievements of the Ancient Egyptians, not only to learn what the Ancient Egyptians knew and made but also to look for scientific solutions to modern problems related with the antiquity. In this sense, this work considers the teaching of the chemical basis involved in one technological development of the ancient Egyptians which is taught in one Elective Course entitled: “Questions of technology and civilization in the Ancient Egypt”. The students use their knowledge on Basic Chemistry as well as on Inorganic and Analytical Chemistry in order to understand the chemistry involved in the technological development carried out at the Bronze Age (3000-1200 BC) and propose solutions to the variation in the colour of the hieroglyphs painted in papyri. The experience acquired in the lessons taught in the Elective Course together with the feed-back from the students is used to implement a new optional course in the Bachelor’s Degrees in Industrial Engineering, Chemical Engineering and Materials Engineering named “Technological and Scientific Developments in Antiquity: Ancient Egypt and Middle East and North Africa”.
2015-04-07T12:19:16ZGiménez Izquierdo, Francisco JavierAncient cultures or civilizations carried out different technological improvements without the knowledge of the scientific processes involved. At the Escola Tècnica Superior d’Enginyeria Industrial de Barcelona (ETSEIB), some courses deal with the technological achievements in the antiquity and, in particular, one course deals with the achievements of the Ancient Egyptians, not only to learn what the Ancient Egyptians knew and made but also to look for scientific solutions to modern problems related with the antiquity. In this sense, this work considers the teaching of the chemical basis involved in one technological development of the ancient Egyptians which is taught in one Elective Course entitled: “Questions of technology and civilization in the Ancient Egypt”. The students use their knowledge on Basic Chemistry as well as on Inorganic and Analytical Chemistry in order to understand the chemistry involved in the technological development carried out at the Bronze Age (3000-1200 BC) and propose solutions to the variation in the colour of the hieroglyphs painted in papyri. The experience acquired in the lessons taught in the Elective Course together with the feed-back from the students is used to implement a new optional course in the Bachelor’s Degrees in Industrial Engineering, Chemical Engineering and Materials Engineering named “Technological and Scientific Developments in Antiquity: Ancient Egypt and Middle East and North Africa”.