新质生产力视域下高中化学实验与大学化学实验衔接的探究

新质生产力发展内涵亟需变革性交叉学科人才，但是传统单一学科培养机制与模式又不能适合交叉学科人才培养，所以发展新的创新培养方法极为紧迫而必要。针对目前交叉学科人才培养过程中存在的核心问题，提出了“设定交叉学科人才培养个性化教学目标，任务驱动教学法提升交叉学科人才质量，交叉学科人才培养保障制度与环境建设”等创新举措并进行了实践研究与分析。结果表明，师生教与学思想均有明显的改观，提升了学生交叉学科应具备的能力和素质，促进了交叉学科知识和技术创新，为新质生产力形成与发展提供了必要的新型人才要素。

在新质生产力加速迭代的背景下，康复工程专业实验教学作为连接工程技术与康复医学的核心环节，其改革适配性成为专业人才培养质量的关键。针对康复工程专业实验教学的三大问题，从四方面推进改革，即转变传统实验教学理念明确方向，依托竞赛与项目教学丰富实验内容维度，借助信息技术构建混合式教学突破时空限制，以创新思维为核心完善教学成果多级评价体系。结果显示改革有效强化医工交叉融合，突破教学条件制约，提升学生创新思维与实践能力。研究结果为新质生产力驱动下康复工程专业实验教学路径优化提供实践参考，助力培养适配产业需求的复合型专业人才。

为了满足新质生产力发展对电气工程领域创新型人才的需求，文章提出了“产教研”深度融合教学改革模式。该模式通过引入行业最新案例、转化最新科研成果和构建数字孪生平台的方式，推动《电器技术及控制》教学内容、教学方法和评价方式改进。以培养复合型工科人才为目标，提升学生工程创新与实践能力为导向，构建了“需求牵引–理论重构–实践验证–创新提高”的四阶段递进式教学路径。教师在教学过程中，采用项目驱动、问题导向、案例研究和虚拟仿真等多种教学方法，实施多元化的综合考核评价体系，打造具有“前沿性、实践性、挑战度”的产教研融合新课堂。课程改革结果表明，该模式能够让学生扎实掌握本门课程的核心知识点，提高学生解决复杂问题的能力。

新质生产力以其高科技、高效能、高质量特征，正在重塑全球经济格局，也对科技人才培养体系提出了全新要求。湖北作为科教大省，其传统科技人才培养体系在新质生产力的发展中面临诸多全新挑战。本文立足教育、科技、人才一体推进战略，聚焦湖北省“51020”现代产业集群建设背景，深入剖析其在人才供需结构、区域要素配置、产教融合深度及智能化培养范式等方面的现实困境。坚持问题导向，提出以筑牢一体发展根基、激活一体发展动能、重构人才培养范式及革新人才评价生态为核心的变革实践进路，旨在为湖北实现经济社会高质量发展、加快建成中部地区崛起重要战略支点提供理论参考。

文章以材料化学专业人才培养模式的顶层设计为切入点，系统性推进课程体系、教学进程、教学内容、师资配置与教学方法的整体化重构。通过构建从“点”的突破到“线”的延伸、最终实现“面”的融合的“多维度”递进式教学路径，推动以“新工程教育转型”为方向的工程教育改革。研究以培养能够引领未来产业与社会发展的领导型工程人才为目标，创新设计科研项目式综合研究性课程，坚持“知识学习与操作训练相结合”的理念，旨在系统提升学生的学习能力、创新能力和人本主义思维，最终建立可持续的高质量工程人才培养长效机制。

新质生产力背景下，道路桥梁与渡河工程专业作为支撑交通基础设施智能化、绿色化升级的核心工科专业，面临技术迭代与人才培养断层的挑战。文章基于新质生产力“科技创新 + 要素重构 + 产业升级”的核心逻辑，分析专业教育现存“重理论轻实践、重技能轻创新、重单点轻融合”的痛点，提出“三维四层”专创融合教育体系框架，通过重构课程体系、搭建跨学科实践平台、创新“产学研用”协同机制、完善评价保障体系，将科技创新能力、绿色建造思维、数字化素养融入人才培养全流程，实现专业教育与产业需求深度耦合，输送具备“工程实践能力 + 技术创新能力 + 产业服务能力”的复合型人才。

当前，新质生产力代表着新形态、高水平且可持续的现代化生产力，职业教育作为培养技术技能人才的主阵地，对于赋能新质生产力具有不可估量的战略意义。然而，现实中职业教育赋能新质生产力面临着素养养成与创新要求滞后、产教融合与科教融汇成效浮浅、技术支撑与技术使用薄弱等困境。鉴于此，以嵌入性理论为背景，通过认知嵌入、结构嵌入、技术嵌入探讨职业教育赋能新质生产力的可及性，破解现存困境，进而提出职业教育高质量发展的思路。

在信息技术和人工智能快速发展的时代背景下，AI双师教学模式成为提高教学效率，促进个性化与深层次学习的必然选择。这一新的教学模式在革新线上线下混合式教学形态的同时，其技术复杂性与应用情境多元性也衍生出一系列潜在风险。只有有效规避风险，采取有效路径，才能显著提升线上线下混合式教学的效果和效率，推动高等教育向更加智能化、个性化、人本化的方向发展，最终实现更高水平的育人目标。

数字化技术正在重构高等教育生态系统，教育数字化转型为新时代虚拟教研室建设提供了重要条件，虚拟教研室建设是提高人才培养质量和推动教育高质量发展创新保障。本文聚焦数字化转型背景下基础医学虚拟教研室合作式跨时空教学共同体的建设，根据虚拟实验室的建设思路，构建多学科课程知识体系，转变教师的教学理念，构建学科资源，改进教学方法，构建科学的多元化考核体系，组织智慧教与学的活动，促进教师教学共同体发展，提升学生创新能力，培养医工融合思维的相关举措。基础医学虚拟教研室的建设能打造高效的教学和科研平台，促进医工交叉人才培养和大健康产业需求的匹配，稳步推进优秀人才培养的目标达成。

本文通过对普通高中化学课程标准(2017年版2020年修订)和新人教版高中化学教材中的实验进行分析，着重从实验的作用、实验目标、内容、方法等几个方面对高中化学实验特征进行总结，最后提炼了适宜当下高中化学实验教学的实施策略，为高中化学实验教学提供一定的参考。

基于《普通高中化学课程标准》对科学探究与创新意识的要求，针对高中化学实验教学存在的课时不足、资源配置失衡、安全环保隐患等突出问题，本研究采用行动研究法，构建包括生活化实验材料应用、数字化技术融合、探究式实验设计的三维创新模型。以氨气喷泉实验的一体化改进为例，通过装置创新(成功率提升至98%)、试剂替代(紫甘蓝指示剂)、流程优化(实验时间缩短至8分钟)，实现知识建构与素养培育的双重目标。实践表明，创新方案可使学生实验参与度提升35%，危险废弃物排放减少62%，研究结果为高中化学实验教学改革提供了理论依据与实践参考。

高中化学实验教学在培养学生化学学科核心素养中有重要作用，传统实验教学中存在一些问题。以钠与水的反应实验为例，分析了实验教学在帮助学生理解化学现象、培养实践能力和创新思维方面的优势。传统在教学形式单一、学生参与度不高以及评价体系不完善等问题，这些问题制约了实践教学，导致教学效果无法发挥。为了改进实验教学，提出了丰富教学形式、提高学生参与度以及完善评价体系等的教学策略。通过实施这些策略，可以激发学生的学习兴趣和探究欲望，培养他们的实践能力和创新意识，为学生的全面发展和化学学科的发展提供有力支持。

高校化学实验室是支撑化学类实验教学和科研活动的重要平台，在人才培养和科学研究中起着重要作用。化学实验室的安全运行是实验活动得以顺利开展的重要前提。人的不安全行为是影响高校化学实验室安全的重要因素之一，做好化学实验室师生的安全教育培训对实验室的安全管理尤为重要。本文基于多年从事化学实验室安全管理工作的经验，分析了高校化学实验室安全教育培训实施过程中存在的问题，并提出了一些改进措施。

本文探讨了信息技术在高中化学教学中与STEM教育融合的应用现状、优势及挑战。研究发现，信息技术与高中化学教学融合有助于提供多样化的学习资源、提高学生的学习兴趣和参与度，实现个性化的学习和指导，以及激发学生的创新思维和实践能力。然而，也存在技术与设备限制、教师专业素养要求等问题。未来，应加强技术支持和设备更新，提升教师的专业能力，并关注学生适应性。通过案例分析，引入虚拟实验平台和数据分析工具可以提高学生的实践操作水平和跨学科综合能力。教师采用项目式学习法，引导学生针对具体化学问题进行研究，通过团队协作、讨论交流等方式共同解决问题。然而，也面临技术与设备限制、教师专业素养提升需求以及学生适应性等现实挑战。因此，需要加强技术支持、更新教学设备、提升教师STEM教育能力，并积极引导学生主动参与和适应，以推动信息技术在高中化学教学中STEM教育的深度融合与持续发展。

进入新世纪后，创新力成为国家发展的源动力、综合国力的核心、国家竞争力的关键，新时代迫切需要一种可以培养富于开拓性、创造能力人才的新的教学模式。科研导向下的探究式教学强调问题意识，引导学生主动获取知识，建构知识系统解决问题，培养创新人才。本文基于“暖宝宝”的发热原理，设计了一种新的探究式教学模式，在真实情境下帮助学生凝练科学问题并提出合理假设，设计实验证实或证伪，梳理论据并交流分享，迁移知识回归课本。依托完整的科研探究路径，有助于进一步提高和发展学生的探究能力，以期能对新的教学模式改进提供借鉴意义。

本文针对我校《普通化学》实验教学中的不足，从实验课程内容的设置、线上资源的补充、课程思政的融入和多元化考核方式的改革四个方面进行探讨，旨在开拓学生的科学眼界和创新精神，最终达到应用型人才培养的人才培养目标。

在“双碳”背景下，将超级电容器领域中的研究成果与实验教学相互融合，打造了一个适用于高等院校工科专业大学一年级学生的普通化学实验。从氧化锰电极材料的合成和储能原理出发，引导学生掌握电沉积技术和电化学性能评估方法，鼓励学生进行交流与讨论。实验的开设有助于学生了解科学研究的基本方法，培养创新意识和团队协作精神，为新时代高校普通化学实验课程的有效开展提供了宝贵经验。

针对高校气敏材料教学存在的知识割裂、场景缺失与评价单一等痛点，本文遵循新质生产力“高科技–高效能–高质量”价值取向，系统重构了气敏材料课程体系。首先，通过文献与政策梳理，阐明新质生产力与气敏材料技术链的耦合关系，并提出“理论–技术–场景–创新”四层螺旋架构；其次，在教学组织上融入问题驱动的PBL-CDIO融合模式、校内外双导师协同机制与学习分析平台，构建贯通“材料–器件–系统–数据”的教学流程；再次，制定“准备期–试运行期–推广期”三阶段实施路线及多维量化评价体系，形成课程质量持续改进闭环。本研究为材料类专业在数字化、智能化时代培养跨学科复合型人才提供了可复制、可推广的路径，对高校服务新质生产力、支撑产业升级具有示范意义。

新工科教育是我国加快推进科技强国而提出的重大教育政策，已在各工科高校中得以大力发展。基于“实践出真知”的教学理念，工科类高校中实验实践类课程的教学改革在新工科背景下备受关注和重视。河海大学的普通化学实验教学改革从现有课程教学中存在的教学内容质量不高，创新实验不足等问题出发，通过重组教材内容，融入课程思政内容，构建了面向不同专业的多层次教学体系，形成了“多层次、递进式”的实践教学模式，从历史共性和时代特性等多方面实践了思政教育理念。通过课程体系的改革与实践，提升了学生的自主探索兴趣和综合实践能力，为培养符合工程建设需求的新工科人才奠定了坚实基础。

新质生产力是以科技创新为驱动力，以战略性新兴产业和未来产业为主阵地的生产力。新时代培育和发展新质生产力，培养一大批掌握现代技术、适应高端设备、具有专业知识的高端创新型人才至关重要，是高校教育教学改革发展的新机遇。微生物课程的教学对于制药工程专业人才培养非常重要，是研究相关先进生物制药技术的基础。将创新元素融入微生物学课程教学改革，培养生物制药为主要方向的新工科人才是制药工程专业的使命。本文从课程目标的内容创新、教学策略与方法创新、实验教学的创新和教学评价的创新四个方面探讨制药工程专业微生物学教学改革，旨在提升微生物学课程建设与教学改革水平，培养掌握现代生物制药技术、具有相关专业知识的创新型制药新工科人才，为大力发展生物医药领域新质生产力提供人才支撑。

在当今知识经济时代，解决复杂问题往往需要融合多个学科的知识和方法。科学研究发现，人类大脑本身就具有整合不同领域信息的能力，这为跨学科合作提供了天然的生物学基础。目前，全球教育领域正在经历一场变革，学科之间的界限正在被打破。从斯坦福大学的联合实验室到中国的“新工科”建设，跨学科合作正在成为一种趋势。但我们也面临着一些挑战，比如缺乏统一的教学标准、教材内容割裂、评价方式单一等问题。针对这些问题，我们提出了一个综合解决方案，重点关注三个方面：认知规律、技术应用和社会需求。具体包括利用人工智能构建知识图谱、开发智能教材、建立多元化评价体系等方法创新。这些措施旨在打破学科壁垒，为国家科技创新和人才培养提供支持。

With the expansion of Chinese universities, the speed of school introducing new teachers and the construction of experimental classrooms has produced a significant hysteresis quality due to the rapidly growing number of students. Moreover, because the laboratory has higher requirements than the ordinary classroom construction, the supporting hardware is more or the transformation cost is high and the cycle is long, laboratory resources have always been a key factor in limiting student productivity. Under the existing teacher conditions and laboratory conditions, how to mobilize students' sense of autonomy has always been a difficult problem to solve. After a long period of first-line teaching work, a set of practical positioning plate system for laboratory experiment teaching classrooms was explored. Through the humanized design and supporting laboratory operating principles, it can mobilize students' independent consciousness, so that students can get rid of the group psychology, consciously regulate their own experimental behaviors and steps, reduce external disturbances, reduce random movements and misuse of articles, effectively reduce the experimental failure rate and reduce the total duration of

In this paper, the “projects-driven” teaching model of AI talents training is studied and realized from the perspective of new quality productivity. First, construct a multi-dimensional evaluation system based on 11 teaching (performance) indicators such as understanding, enthusiasm, comprehensiveness, efficiency, practicability and innovation and so on; Second, the evaluation system is used to filter and construct project cases: theoretical analysis and derivation, algorithm design and implementation, data collection and preprocessing, code implementation and experiment, and result analysis, etc. Project cases need to embed knowledge of various disciplines, and teaching and learning are also completed through project cases to index knowledge content, forming a “double-engines” of projects embedding knowledge and projects indexing knowledge; Third, use each teaching (performance) indicators of the evaluation system to evaluate the teaching effect and form a “closed-loop” of “projects-driven” teaching mode; Finally, through performance analysis and comparison, we can get: Suppose that under ideal conditions, the traditional teaching mode, because it is difficult to carry out multi-disciplinary and multi-knowledge teaching in a centralized time and place in practice, even in this case, the “projects-driven” teaching mode greatly exceeds the traditional teaching mode in all teaching (performance) indicators, and all the minimum values are larger than the maximum values, about 20% larger. Among all indicators, the highest values are 99% and 80%, the lowest values are 80% and 50%, the highest average values are 92.55% and 70.18%, and the lowest average values are 86.73% and 62.09%, respectively. The required class hours are also greatly reduced, only 57.69% of the traditional teaching mode, and almost half the class hours are saved. All the results proved that the “projects-driven” teaching mode AI talents training method under the new quality productivity perspective studied in this paper has the characteristics of high efficiency, good stability and excellent overall performance and so on.

: With the implementation of the new curriculum standards, the importance of high school chemistry experiment teaching in promoting students' scientific literacy and comprehensive abilities has become increasingly prominent. However, traditional experimental teaching methods face numerous challenges in meeting the requirements of the new curriculum and in motivating students' learning interest. This paper analyzes the current status of high school chemistry experiment teaching based on the requirements of the new curriculum standard and proposes optimization strategies and practical pathways for experimental teaching, with a focus on the design of inquiry-based experimental activities, the application of modern educational technology, and personalized teaching methods. Through practice evaluation and reflection, this paper summarizes the future directions for improving high school chemistry experiment teaching, aiming to provide valuable references for enhancing the quality of chemistry education.

Against the backdrop of the construction of application-oriented high-level universities, the reform of analytical chemistry laboratory courses has become a critical component in cultivating high-quality application-oriented talent. This study established a tiered and progressive laboratory course system through measures such as optimising the curriculum structure, innovating teaching content and methods, introducing advanced instrumentation and equipment, reforming assessment and evaluation methods, and strengthening faculty development. The reform aims to enhance students' practical skills, innovative thinking, and research literacy to meet the evolving societal demands for skilled professionals in the new era.

With the proposal of new quality productivity under the background of new engineering education construction, higher requirements are put forward for talent cultivation in universities. PLC Programmable Control and Experiment, as an important professional course for energy and power engineering majors, is of great significance in cultivating students’ engineering literacy and comprehensive ability through ideological and political reform of the course. This paper analyzes the requirements for ideological and political reform of the course under the background of new engineering education construction and new productive forces, and explores the reform from the aspects of constructing the teaching objectives of ideological and political education in the course, exploring the elements of ideological and political education in the course, and improving the evaluation criteria of the course. Students’ national confidence, innovative thinking, and problem-solving ability have been significantly improved, which is conducive to cultivating high-quality talents with Chinese characteristics and the spirit of the times.

With the proposal of new engineering education concept, new challenges are posed to the teaching reform of chemical experiment course. This study aims to explore the teaching reform path of chemistry experiment course under the new engineering background, so as to improve the students' practical ability and innovation ability. As an important part of engineering education, the teaching objectives of chemistry experiment should be consistent with the new engineering education concept, and pay attention to cultivating students' ability to solve practical problems and teamwork spirit. At present, there are some problems in chemistry experiment teaching, such as outdated curriculum system, too theoretical experiment content, lack of combination with engineering practice, and low participation of students. These problems restrict the improvement of teaching quality, and can not meet the needs of new engineering education for talent training. Therefore, the primary task of the reform is to update the experimental curriculum system and integrate more experimental projects with engineering background and cutting-edge technology, in order to improve the practicality and challenge of the experiment. In terms of reform strategies, it is suggested to implement the "student-centered" teaching mode, and encourage students to take the initiative to explore and innovate through project-driven and problem-oriented teaching methods. At the same time, strengthen the integration of experimental teaching and theoretical teaching, so that students can deepen the understanding of theoretical knowledge in the experiment, and use theoretical knowledge to solve practical problems. In addition, the information level of experimental teaching should be improved, and virtual simulation and other technologies should be used to expand the space-time dimension of experimental teaching and improve the teaching effect. The change of the role of teachers is also the key. Teachers should change from the teacher of knowledge to the guide and collaborator of students' learning. By building an open and interactive classroom environment, stimulate students' interest in learning and innovative thinking. At the same time, the establishment of a diversified evaluation system, in addition to the investigation of students' experimental skills, but also should pay attention to the evaluation of their innovative thinking, teamwork and solving practical problems. To sum up, the teaching reform of chemistry experimental curriculum under the background of new engineering should focus on the update of curriculum content, the transformation of teaching mode, the integration of teaching resources and the reform of evaluation system. Through the implementation of these strategies, it aims to build an experimental teaching system that can not only meet the needs of new engineering education, but also cultivate high-quality chemical engineering talents. Such reform is of great significance to enhance the competitiveness of chemical engineering education in China.

: This paper studies the construction of chemistry courses based on the Outcome-Based Education concept (hereinafter referred to as the OBE concept) and XR technology. It aims to innovate the teaching mode of chemical experiments by integrating the OBE concept and XR technology. This study first defined the concepts of OBE concept, VR and XR technology, and virtual simulation technology, and analyzed the difficulties faced by traditional chemical experiment courses. Subsequently, the chemical experiment course objectives, teaching content, teaching methods and evaluation system based on the OBE concept were designed, and an XR chemical virtual simulation laboratory was constructed to achieve a flexible, safe and practical chemical experiment experience. It provides a new and feasible way to improve students' basic chemical knowledge and experimental ability, as well as the overall improvement of teaching quality.

The acquisition of research skills by a chemistry teacher is an obligatory part of the training of a specialist teacher. Only when the teacher has mastered the relevant competence can it become the reason for the formation of students' research skills. Chemistry is a theoretical and experimental science. Thus, experiment is the most important method in his research as a means of obtaining concrete ideas and solid knowledge. Of course, the strongest trace in the memory of students are chemical experiments that he consciously carried out with his own hands, and the information he received, since in this case all types of memory and mental actions are included in the memory process.The modern quality of chemical education is determined by the formation of key competencies, where one of the main ones is research competence. Research competence presupposes the ability to independently apply knowledge in new, non-standard situations. In modern conditions, the issues of choosing a strategy and methods for the formation of research skills of students are very relevant. These include the following sets of skills: planning your own research activities; setting a task; searching, analyzing and summarizing the necessary information; hypotheses; setting goals and objectives; choosing optimal research methods and techniques; the experiment itself; designing the results of work; formulation of conclusions and conclusions, etc. The article examines the role of laboratory classes and conducted chemical experiments in the formation of research competence of students of pedagogical universities. When developing a methodology for the formation of students' research competence, we tried to develop a unified plan for the organization of students' research work, a laboratory workshop to ensure the formation of research competence.

Nowadays, in the era of rapid digitalization development, digital education presents significant opportunities and challenges in universities. The confluence of contemporary science and technology, the evolving landscape of higher education, and the new era of education and teaching necessitate the adoption of digital education in universities. This transition also calls for the transformation of inorganic chemistry laboratory experiments from traditional operations to digitalization, a shift that can greatly enhance the interaction between teachers and students. In light of these opportunities, we propose implementing teaching reform strategies, such as continuous updating and maintenance of digital teaching resources, digitization of student assessments, and interdisciplinary cooperation and resource sharing, to adapt to teaching inorganic chemistry experiments. In our future work, we are committed to exploring new technologies and methods in this field to further elevate the quality and effectiveness of education.

In the context of limited resources in school chemistry classrooms and increasing demands for the safety, accessibility, and quality of experimental learning, microlaboratories–compact, cost-effective, and safe systems for conducting chemical experiments on a miniature scale–are becoming increasingly important. This article examines not only the methodological value of microlaboratories as an alternative to traditional practical training but also their synergy with digital technologies. It is shown that the integration of mobile applications, digital sensors, video recordings, interactive platforms, and virtual simulators allows us to overcome a number of limitations of micromethods and significantly expand their didactic capabilities. Based on testing in four schools (n = 152 students), it is demonstrated that the hybrid model–microlaboratory + digitalization–promotes increased motivation, develops research skills, fosters digital literacy, and provides a deeper understanding of chemical phenomena. The results confirm that the combination of analog experiments and digital support creates a new quality of chemistry education, especially in conditions of limited laboratory resources.

There is a need for STEM (Science, Technology, Engineering and Maths) skills in job markets worldwide and therefore a growing emphasis is being placed on these subjects in schools. This requires the right education in terms of lessons for students and also training for teachers. Associate Professor Masatsugu Taneda, Department of Science Education, Osaka Kyoiku University, is interested in how proper training could equip teachers without STEM backgrounds with the skills they need to enhance the education they are providing to students. He is developing quality education materials to assist teachers and inspire students. Drawing on his background in chemistry, Taneda is focusing on chemistry experiments but the project has scope to be rolled out to other STEM subjects. In one study, he developed labware and digital teaching materials for on-demand chemistry experiments that can be carried out at home. This enhances accessibility and flexibility for students while also improving standardisation of education. The digital teaching materials have been tested by student teachers affiliated with Osaka Kyoiku University who were given a lab kit containing the materials needed for the experiments. Given that teachers in Japan often don’t have sufficient time to source new teaching materials, this enables teachers to focus on their role as education facilitators, while practical content can be prepared by STEM professionals. Taneda developed the toolkit in collaboration with Kenis Corporation. The kits were evaluated for safety and content and then rolled out to university students not majoring in scientific fields so that they could be evaluated in the context of no scientific background.

This phenomenological study explores the lived experiences of students using home-based laboratory worksheet in general chemistry during distance learning. As laboratory work is essential in science education, the shift to remote modalities required adaptive instructional strategies. Data were gathered through focus group discussions and teacher interviews, and thematically analyzed to capture students’ perceptions, challenges, and learning outcomes. Findings reveal that students experience active learning through discovery and hands-on engagement, facilitated by structured worksheet that supported independent experimentation. Many describe improved conceptual understanding as they explored real-life chemical reactions using everyday household materials. Despite positive learning experiences, participant also navigated challenges, including limited access to materials, unclear procedural guidance, trial-and-error approaches, and reliance on peer support. However, students displayed perseveranceand adaptability, highlighting the importance of well-designed instructional materials in remote learning context. Both students and teacher affirmed that the worksheet were effective in reinforcing prior knowledge and introducing new concept, contributing to satisfaction and meaningful learning. The study concludes that home-based laboratory worksheets were viable and engaging alternatives to traditional laboratory experiments, especially in times of limited access to physical laboratory and equipments. This model promotes self-directed learning, and deeper understanding of scientific concept, aligning with the goal of inclusive and quality science education

Proficiency in physical chemistry requires a broad skill set. Successful trainees often receive mentoring from senior colleagues (research advisors, postdocs, etc.). Mentoring introduces trainees to experimental design, instrumental setup, and complex data interpretation. In lab settings, trainees typically learn by customizing experimental setups, and developing new ways of analyzing data. Learning alongside experts strengthens these fundamentals, and places a focus on the clear communication of research problems. However, this level of input is not scalable, nor can it easily be shared with all researchers or students, particularly those that face socioeconomic barriers to accessing mentoring. New approaches to training will therefore progress the field of physical chemistry. Technology is disrupting and democratising scientific education and research. The emergence of free online courses and video resources enables students to learn in a style that suits them. Higher degrees of automation remove cumbersome and sometimes arbitrary technical barriers to learning new techniques, allowing one to collect high quality data quickly. Open sourcing of data and analysis tools has increased transparency, lowered barriers to access, and accelerated scientific dissemination. However, these advances also can lead to “black box” approaches to acquiring and analyzing data, where convenience replaces understanding and errors and misrepresentations become more common. The risk is a breakdown in education: if one does not understand the fundamentals of a technique or analysis, it is difficult to correctly discern the practical limits of an experiment, distinguish signal from noise, troubleshoot problems, or take full advantage of powerful analytical procedures. Our vision of the future of physical chemistry is built around democratized learning, where deep technical and analytical expertise from physical chemists is made freely available. Advancements in technical education through expert-generated educational resources and AI-based tools will enrich physical chemistry education. A holistic approach to education will prepare the physical chemists of 2050 to adapt to rapidly advancing technological tools, which accelerate the pace of research. Technical education will be enhanced by accessible open-source instrumentation and analysis procedures, which will provide instruments and analysis scripts specifically designed for education. High quality, comparable data from standardized open-source instruments will feed into accessible databases and analysis projects, providing others the opportunity to store and analyze both failed and successful experiments. The coupling of open-source education, hardware, and analysis will democratize physical chemistry while addressing risks associated with “black box” approaches.

Teaching Generation Z (Zs or Centennials) has become a great challenge since students arrived at the university classrooms meeting professors of different generations, from Baby Boomers, through Generations X and Y (Millennials) and even young assistants of the same generation. This became an interesting challenge to tackle, and we thought this transition was going to take a while. But suddenly, in the year 2020, a pandemic began, something totally unexpected that left us in shock, and without a reaction time for transitions, those of us who teach experimental sciences in universities were forced overnight by the most incredible challenges to improve our creativity to maintain the quality of teaching of Analytical Chemistry. There was no time to identify with any generation… suddenly we were all Zs (the digital generation) and additionally began to know about Generation Alpha. From my point of view, as a woman of Generation X (mavericks seeking success), and as a Professor of Analytical Chemistry, having started as an assistant in classes of this discipline in 1996, I would like to share my experience on how the pandemic irreversibly accelerated the use of digital tools, not to get closer to Generation Z, but without realizing it, reaching a transition to Generation Alpha (those born in the 2010s), despite the fact that they have not yet arrived at university. Generation X and earlier were used to face-to-face classes, to the university coexistence of many hours in the classrooms and in the libraries. Then we began to think about virtual classes, digital platforms, enabling work to be done with the help of internet resources, but suddenly... chaos! In 2020, there were worldwide restrictions on face-to-face access to university classrooms, and now what do we do? Thinking about Analytical Chemistry, we could teach the theoretical content online, but what about the experiments in the laboratory? The use of instruments? Exams and evaluations? It was real chaos; teachers experienced anxiety and higher levels of burnout. Communications via cell phones and messages became the form of contact and the number of e-mails skyrocketed. Teleworking, with the family around, work without a fixed schedule and an infringement of privacy, became the norm. Those were difficult times; those teachers closest to Generation Z adapted more quickly; for those of the Baby Boomer generation the situation accelerated their retirement processes; and for those of us from Generation X or Y... we could be considered survivors. Once the pandemic ended, at least in our university, we waited with great enthusiasm for the return to classrooms expecting to see them full of students; however, we went through another shock: the theoretical classrooms were empty. During the pandemic, a lot of recorded material was generated through digital platforms that the students themselves later requested to the authorities to be kept online, so they stopped attending theoretical classes. Now they say, “we are the owners of our time, and we can watch the videos at any time”. The first feeling was of great frustration, but we consider that this is already irreversible, so how do we adapt to these new times of post-covid teaching? In my opinion, the current teaching of Analytical Chemistry can be improved in several aspects. First, many programs focus on theory and memorizing concepts; this is rejected by the Z and Alpha generations who value focusing on the practical application of analytical methods. Furthermore, the teaching of Analytical Chemistry is often limited to traditional methods and does not focus enough on new technologies and trends in the discipline. This can leave students outdated and not well prepared for the professional world. These aspects are often the product of scarce economic resources that disable the access of undergraduate students to use sophisticated instruments; however, it is important to achieve such access, at least with several experiments throughout their careers. Based on the literature, some surveys carried out with students in our faculty, and my own experience, it is time to jump directly to what Generation Alpha will demand. Use interactive and visual materials, avoid extensive texts, and use short videos, animations, and simulations instead to explain complex chemical concepts. Relate chemistry to real-life situations since they will be interested and concentrated if they can see how it applies to their daily lives. If we explain how chemical reactions affect their heath, the food they eat, and the environment, with examples taken from the news, and generate social network content, we will catch their attention. Encourage experimentation so they can learn through hands-on experiences. Incentivize them to participate in peer-to-peer learning to promote collaboration. Another novelty is to “gamify learning” since these generation are “gamers”; for example, we can use rewards, badges, and leaderboards. This experience was used in courses of Instrumental Analysis in our faculty this year and it was a very successful strategy. The students also learn how to lead and negotiate with other students, which is very valuable because in terms of communication, Generation Alpha was diagnosed to be more closed and behave more individually than Zs; besides, they are known as “tech thumbs” (an individual action). It has been reported that this could be due to the behavior of their parents, depending on which generation the parents belong to. These are just some tips. Professors can try to make chemistry education more engaging and effective for these generations, tracking the characteristics of these generations, thus having a broad perspective to be prepared for the future. In summary, despite having been one of the teachers who suffered burnout during the pandemic, reinforced by belonging to Generation X, this crisis left, from my point of view, great learning, and adaptability. I believe that we can continue enjoying the teaching of Analytical Chemistry by adapting to new trends and that it is important to know the characteristics of the new generations. Finally, I leave my colleagues with one final question... are you ready for the era of ChatGPT and artificial intelligence?

The integrated education model of major and innovation integration aims to cultivate students who not only master the latest technologies but also apply and effectively transform them, in order to meet new quality productivity for compound and innovative talents. Therefore, in order to cultivate the innovation ability of students majoring in new engineering, the teachers have determined the reformation idea of “Major-ideology-innovation-research-application” in the practice of teaching reformation of the "Robot Operating System" course. Through optimizing the knowledge system, deepening ideological and political elements, cultivating innovative thinking, promoting innovative achievements, and researching experimental devices, a closed-loop innovative talent training model has been formed. To further promote the reformation of new engineering curriculum teaching, we are committed to cultivating outstanding engineering and technological talents with patriotism, global vision, innovative spirit, and practical ability, and serving the development of new quality productivity with high-quality talent cultivation as the main force. Experiments illustrate that this innovation provides useful exploration for teaching revolution of the integration of specialized and creative education, and can be referenced by other professional courses.

With mixed learning technology, the content of students’ personal activity in learning is not only knowledge, the following pedagogical conditions are implemented in the organization of training: setting goals, implementing students’ personal qualities and its reflection take place in an open educational environment. The article considers a model of the development of cognitive activity of learning aimed at personal qualities of a person. The development model includes: a new diagnostic tool, its role, content, methods, forms and means of teaching; new criteria for choosing teaching methods: the level of cognitive activity of students and learning conditions in the classroom; polymodal training based on the comprehensive implementation of the principle of visibility, taking into account the individual characteristics of students. The components of methodological support for the organization of individual activities of students during training using mixed learning technology are determined. The set of personal qualities characterizing their interrelation and creative self-realization is revealed. Based on the results of the pedagogical experiment, scientific and practical recommendations were developed for the design and implementation of individual activities of students in mixed learning.

Nowadays, studying natural sciences, as well as chemistry, is impossible without good-quality visualization of the theoretic data. Supplying mobile apps with augmented reality give the opportunity to visualize the study information for the students and make its perception and learning easier. The paper is dedicated to developing a lap book and mobile app LiCo.STEAM Sugar with augmented reality and studying the “Carbohydrates” topic according to the 10 th grade chemistry program, and also to investigate it’s effciency within the chemistry lessons. The developed lap book includes the theories with carbohydrate molecules’ images, an experimental part designed for performing chemical experiments and studying properties of organic compounds, and also tasks of different levels. Molecules of carbohydrates, their structure can be visualized with AR, and also video-experiments on this subjets can be played. Using the lap book “Carbohydrates” with augmented reality together with LiCo.STEAM Sugar mobile app allows to upgrade the content and the volumes of the theories, apply modern ICT within the study in order to build students’ skills of a new level. Applying educational data with augmented reality give students the ability to memorize the theories in a better way, which is shown with the increased results of educational achievements of students in chemistry.

No abstract available

Introduction. In the conditions of transformational changes in the higher education system, focused on building a nationally oriented education and ensuring technological and ideological sovereignty of the Russian Federation, one of the basic requirements is the creation of new models of human resource development management and the design of team-distributed work of an educational organization, including the processes of reprogramming, rethinking the results of professional activity to achieve leadership positions of professorships.-the teaching staff of the university.The authors of the article attempt to present a managerial mechanism for the formation of a polypositional team of organizational changes in the conditions of the formation of a new strategy for the development of a pedagogical university with the application of the theory of self-learning organization as a methodological framework for designing the content of cross-functional teams in business education. Based on the analysis of this theory of team building in the organization, the philosophy and essence of the reflexive management mechanism aimed at establishing the position of strategic leadership and achieving results due to the transfunctional (synergetic) effect in situations of uncertainty and multitasking are revealed.The article discusses the mechanisms of forming a polypositional team as a universal network resource for co-organizing positions within the framework of managing the development of a system of continuous advanced pedagogical education and experimental testing of the results of the federal innovation area of the Ministry of Higher Education and Science of the Russian Federation "Network project for training mentors for development" (2022-2027).The аim of the article is determined by the need to present a new organizational and managerial format, the essence of which is to create an educational space for the co-organization of subjects of continuous advanced education, including network design zones: problem, information, design and organizational activity zone (broadcasting and scaling results and experience). The designated organizational format sets the ways and meanings of the formation of a new professional position of the project participants in the preparation of a mentor for development.Materials and Methods. The development of a mechanism for the formation of a polypositional team as a team of professionals - leaders of organizational change is based on the methodology used in business education when managing a team–building system under the leadership of leaders of change, on an interdisciplinary methodology for creating a self-learning organization and on the principles of a convergent approach. At the initial stage, the project participants were offered two methods used to assess the transformational leadership of the organization's leaders, namely: a scale of self-assessment of innovative personality qualities (N.M. Lebedev, A.N. Tatarko) and a test for assessing managerial (managerial) style of behavior (I. Adizes method).Results. A management mechanism for the formation of a polypositional team in the conditions of continuous advanced education has been developed, a methodology for the organization of network design and diagnostics of leadership and innovative personality qualities of the leaders of a network project for the training of a mentor for development has been defined, and positions at the stages of event meetings within the framework of a project experiment of the federal innovation platform of the Ministry of Higher Education have been identified and Science of the Russian Federation "A network project for training mentors for development", that allowed us to substantiate the hypothesis about the effectiveness of the developed conditions for the transformation of the pedagogical profile university and its leading position in the system of regional education and Russian as a whole.Discussion and Conclusions. The degree of novelty of the research results is determined by the authors in two interrelated aspects. The fundamental novelty is represented by a set of provisions and ideas in the proposed universal mechanism for the formation of a polypositional code in the context of the theory of self-learning organization and the justification of the regularity of the relationship of the project-type content in the construction of event meetings and new formats of continuous advanced adult education, which qualify as a solution to the scientific problem of designing strategies and programs for the development of the university of design- of a programmatic nature. The novelty at the level of concretization and refinement of the results is represented by the organization of the project experiment and the methodology for evaluating the effectiveness of the developed conditions for the formation of a polypositional team of continuous advanced pedagogical education, the implementation of which increases the productivity of scientific research and its practical and socio-cultural significance.

The article shows the main trends in the development of natural education worldwide. Methodical features of teaching natural subjects in the conditions of the New Ukrainian School are revealed. Emphasis is placed on the availability of various model curricula of integrated courses, i.e., «Natural Sciences,» «Knowing Nature,» and «Environment.» The necessity of teacher training for work in the New Ukrainian School is substantiated. The relevance of the specialty 014.15 Secondary education (Natural Sciences) in higher education institutions is confirmed. Educational training programs for future teachers of natural sciences, physics, chemistry, and biology are analyzed. The main methodological guidelines in the teaching of natural sciences are outlined: implementation of an integrative approach to the content of courses through the introduction of special integrated courses in the field of natural sciences, using integrated tasks (physics + chemistry + biology + geography), conducting integrated lessons and extracurricular activities; the use of competence-oriented tasks that model standard or non-standard life and professional situations and require students to independently engage in cognitive activities, as well as personal qualities that determine readiness for such activities; implementation of educational projects; implementation of a research approach using methods similar to the scientific activity of a scientist (observation, experiment, formulation of a hypothesis, substantiation of a theory, processing of data, formulation of conclusions, design of subsequent studies); use of elements of STEM education, in particular, making; application of various digital computer technologies, equipment of specialized offices with multimedia projectors, interactive whiteboards, tablets, etc.; formative assessment of students’ knowledge. Each of these guidelines is described in detail. Thus the essence of integrative and research approaches is revealed, the peculiarities of competence-oriented tasks and formative assessment are clarified, digital resources of natural sciences are indicated, and STEM education in general and one of its directions is characterized. Nowadays, significant changes are taking place in school science education due to the implementation of the conceptual provisions of the New Ukrainian School. All in all, it is crucial to prepare future science teachers for the introduction of new integrated courses in the field of science education. The mentioned issues can be systematically considered during the study of the educational discipline «Methodology of Teaching Integrated Courses in Natural Sciences.»

In the environment of the rapid development of digital information technology, the trend of educational informatization development is becoming more and more obvious. The information teaching assistant system of Vocational Colleges emerges as the times require, aiming to help improve the teaching effect of various disciplines. At present, most of the teaching assistant systems have some disadvantages, such as lack of operability or interaction, which makes it difficult to achieve the goal of improving teaching quality. webGL technology and AR technology, as a new technology in the digital development, have strong richness and interaction, and can realize the effective optimization of teaching assistant system. This experiment applies webGL and AR technology to the auxiliary system of information chemistry teaching in vocational colleges, constructs three subsystems covering chemical elements, chemical molecules, chemical experiments and other knowledge points, which improves students' learning enthusiasm and perception experience.

This article examines the theoretical foundations and organizational and economic aspects of using robotic assistants in laboratory classes. It is shown that, given technological complementarity, the automation of routine operations leads to a reduction in transaction and coordination costs, increased reproducibility, standardization of quality, and an increase in the total factor productivity of instructors. Key mechanisms for efficiency gains are identified, including cycle time compression, error reduction, digital coordination, and increased shift ratios. Limitations and areas for further research are identified.

Practical work in chemistry is essential for reinforcing theoretical concepts, promoting safe handling of chemicals, developing proficiency in laboratory instrumentation, and cultivating scientific inquiry, manipulative abilities, and enthusiasm for science learning. Despite these benefits, many students miss out on meaningful practical experiences due to challenges in organising and implementing laboratory activities. This study investigated the factors impeding the organisation and implementation of chemistry practical work at the senior high school level. Employing an explanatory sequential mixed-method design, the research collected both quantitative and qualitative data through questionnaires, interviews, and observational checklists. A total of 100 chemistry teachers were selected using simple random and purposive sampling techniques for quantitative and qualitative data collection, respectively. The findings revealed significant barriers, including outdated and poorly equipped laboratories, inadequate funding, a lack of laboratory technicians, the use of general classrooms as laboratories, and limited student interest in practical work. In light of these challenges, the study recommends the provision of modern, well-equipped laboratory facilities with adequate resources, including chemicals and equipment, to enhance the quality and effectiveness of chemistry education. The study’s findings are discussed in detail, along with their implications for practice and educational policy.

Science disciplines require a deeper study of theoretical material by performing laboratory work, which includes performing experiments. In this regard, it will be useful to actively introduce new technologies into the educational process. In this study, QR codes were integrated into the Organic Chemistry Course textbook to direct university and high school students to the appropriate videos about the experiments. In this respect, this study aimed to analyze university and high school students` acceptance of the QR code technology used in the "Organic Chemistry" course. This research model is based on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology2 (UTAUT2). Hence, the study included perceived playfulness, social influence, facilitating conditions, hedonic motivation, perceived ease of use, perceived usefulness, behavioral intention, and attitude as the major antecedents of students’ acceptance of QR codes. In total, 204 Kyrgyz students in university and high school level participated in this study. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis was applied to analyze the effects of factors on students’ acceptance of QR codes. The study revealed that facilitating conditions, hedonic motivation, social influence, perceived ease of use, and perceived usefulness are the significant factors towards students` acceptance of QR code use in Organic Chemistry course.

Today, practically every secondary school student has a mobile device. At the same time, teenagers utilize mobile devices for everything, including the completion of various learning activities. Plenty of interactive resources allow the use of mobile devices in teaching chemistry. We believe in the significant potential of these gadgets in chemistry education by making students’ learning more active. This pilot study explored the effect of our one-year interactive chemistry course on the students’ learning outcomes and the psychological and pedagogical features of their learning environment in middle school. Thirty-four interactive lessons for seventh graders exploited some elements of the activity approach and were created with the maximum use of interactive technology such as smartphones and tablets. The course was implemented at a middle school in Karaganda, Kazakhstan. The pilot showed that using interactive materials boosts student motivation and productivity.

Abstract This study aims to explore the perspectives of gifted students on augmented reality, one of the innovative possibilities offered by instructional technologies. Action research involved 40 gifted students aged 10-11, enrolled in a Science and Art Center (SAC). Over the course of five weeks, the study focused on teaching various topics related to chemistry, including the structure of atoms, the symbols and applications of elements and compounds, as well as the formation of different compounds and their relevance to everyday life. Augmented reality (AR) applications were utilized for instructional purposes. The findings revealed that the AR applications employed during the study facilitated learning, heightened interest, and curiosity in the subject matter, enhanced the enjoyment and productivity of the lessons, provided a tangible understanding through their three-dimensional representations appealing to multiple senses, and offered a sense of realism by enabling students to interact with virtual objects in real-time.

No abstract available

This community service program aims to enhance the competence of science teachers under MGMP IPA Semarang in developing the ASYIIK practicum guidebook (Innovative Science Activities in Chemistry Education). This initiative was based on the limited use of innovative and curriculum-based practicum guides, as well as the challenges many teachers face in designing engaging and applicable practicum activities. The training involved 60 teachers from 9 schools and was conducted through forum group discussions (FGD), guidebook reviews, and structured monitoring and evaluation. Activities included material presentation, mini-practicum sessions, and assignments related to guidebook development. The results showed that over 78% of participants successfully created practicum guidebooks that met the established criteria, indicating a significant improvement in their competence. The program produced several outcomes, including a publication in a nationally accredited SINTA 4 journal, electronic media coverage, a video highlight, and copyright registration. These findings suggest that the ASYIIK approach fosters contextual learning, integrates 21st-century skills, and improves students’ motivation and understanding in chemistry learning. In conclusion, the program reinforces the role of teachers as innovative and relevant designers of meaningful learning experiences.

The rapid growth of digital technology is reshaping science education, particularly in chemistry where laboratory work is often constrained by cost, safety, and limited resources. These challenges are especially pressing in Malaysian Independent Chinese Secondary Schools (MICSS), where many laboratories lack updated facilities and technical support. This study sets out to design and evaluate a virtual experiment–based kit to supplement chemistry teaching and learning. A quasi-experimental design will be carried out with about 30 Junior 3 students in MICSS. Data will be collected through a Chemistry Knowledge Test, an Experimental Skills Test, and a Student Feedback Questionnaire, analyzed using descriptive and inferential statistics, supported by qualitative insights. Expected outcomes include stronger conceptual understanding, improved laboratory skills, and greater interest in STEM learning. The study also seeks to highlight challenges in teacher readiness and technological infrastructure, offering practical guidance for the effective integration of virtual experiments in MICSS classrooms.

Abstract This study focused on investigating the usage of popular innovative technology tools (augmented reality-AR, virtual reality-VR, artificial intelligence-AI, and 3D printing) in organic chemistry education. Although there is bibliometric analysis for the exploration of using innovative technology in educational context, there is further need for research focused on their usage in organic chemistry. Vosviewer and Biblioshiny software were used for bibliometric procedures. The Scopus database was selected to trace the articles published in journals. Following the eligibility process, the study was conducted with 30 articles for the time frame between January 2014 and June 2024. Performance analysis was utilized to reveal publications and citation trends with the top contributors. Bibliographic mapping was used to comprehend the conceptual, intellectual, and social structures of the retrieved data. The results revealed that articles on innovative technology tools have enormously increased in organic chemistry education recently. We found that the first innovative tool among the selected ones that is utilized in organic chemistry education is 3D printing while AI is the latest tool to start to be used in this scope. Although artificial intelligence seems to be the least studied tool among them, its popularity has recently seen an acceleration. VR and AR had the highest average citations per publication.

: In recent years, the concept of Outcome-Based Education (OBE) has emerged as a central theme in higher education reform, with scholars adopting diverse approaches in their research frameworks and methodologies. Against the backdrop of globalization and the rapid development of information technology, OBE principles offer fresh perspectives and approaches for educational reform, prompting deeper reflections on educational quality and effectiveness. This paper employs a literature analysis to explore and synthesize the thematic focus, temporal distribution, and perspectives of studies published between 2012 and 2024. Furthermore, key areas of analysis include defining the concept of OBE, assessing its current applications, and evaluating its role in driving innovative reforms in high school chemistry education. In order to solve the core problem of how to improve the teaching quality of Secondary School Chemistry Education, this achievement takes the OBE teaching concept as the guide, adopts the student-centered teaching mode by reforming the teaching design, and achieves remarkable teaching and educating effects. This paper presents recommendations and reflections on the limitations of existing research and explores potential future directions for OBE studies. The constructing assessment tasks on carefully OBE principles, which are described in terms of learning performances, may enable educators to foster and examine much deeper levels of students' understanding.

No abstract available

The consolidation of innovations teaching methods in alchemy pedagogy has the effectiveness to importantly heighten bowman engagement, comprehension, and storage of compound technological concepts. This clause explores single synchrony approaches, including the flipped schoolroom model as well as Ramification, inquiry based learning IBL, and the use of realistic and augmented domain VR/AR technologies. By shifting the formal lecture centric epitome to more mutual and student centered methodologies, these strategies surrogate important thinking, creativity, and excited participation. The strength of realistic laboratories and on line, learning platforms is also examined, highlighting their role in providing conciliatory and approachable learning experiences. Additionally, the clause discusses methods for assessing the touch of these innovations on bowman outcomes, emphasizing the grandness of both constructive and incremental assessments. Through case studies and proportionate analyses, this hunt underscores the transformation effectiveness of innovations teaching methods in alchemy education, advocating for their broader acceptance and successive development.

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: In the current era where informatization and intelligentization are rapidly converging, new quality productivity, with innovation as its core driving force, leverages the distinctive traits of high technology, high efficiency, and high quality to bring fresh development opportunities to the reform of university physical education. At the same time, it also poses dual challenges at both conceptual and practical levels. This paper is grounded in the theoretical interpretation and practical characteristics of new quality productivity, delving into the intrinsic mechanisms of its interaction with the transformation of physical education in higher education institutions. It establishes a value-oriented direction for university physical education to pursue personalized, efficient, and intelligent development. Through five key dimensions—creating technology-enabled teaching spaces, constructing data-driven diversified evaluation mechanisms, building a multi-perspective modernized education framework, advancing green and sustainable development transitions, and cultivating interdisciplinary talent in sports and technology—the paper proposes actionable innovative strategies. These strategies provide a theoretical foundation and practical guidance for breaking through traditional constraints and achieving quality improvement in university physical education, ultimately fostering high-quality sports professionals aligned with the demands of the new era.

This study aims to examine the effect of the LIRACLE model (Literacy and Research-Oriented Cooperative Problem-Based Learning) on student activeness in undergraduate chemistry learning. LIRACLE is an innovative instructional model that integrates literacy strategies, cooperative learning, and research-based approaches within a problem-based learning framework. The study employed a quasi-experimental design with two groups: an experimental group (38 students) that received the LIRACLE treatment and a control group (44 students) that followed conventional PBL. Student activeness data were collected through observation sheets over six class meetings and analyzed using the Mann-Whitney test due to the non-normal distribution of the data. The results showed a significant difference in student activeness between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Students who participated in LIRACLE-based learning demonstrated higher levels of engagement, both cognitively, socially, and affectively. The implementation of LIRACLE proved effective in creating a participatory and reflective learning environment, encouraging students to take an active role in constructing their understanding. These findings support the importance of developing active learning strategies in higher education, particularly to achieve meaningful chemistry learning outcomes in alignment with Sustainable Development Goal 4.

This research explores the opportunities and challenges of online chemistry education at F.C.E Zaria, focusing on evaluating effectiveness, identifying challenges, exploring enhancement opportunities, assessing impact on access and inclusivity, and analyzing pedagogical strategies. A structured survey was administered, and data were analyzed using mean scores, standard deviations, t-tests, and ANOVA. Results indicate moderate effectiveness with mean scores ranging from 2.50 to 3.02 and standard deviations between 0.89 and 1.08, reflecting varied perceptions on engagement and pedagogical strategies. Significant challenges include technological issues (Mean = 4.10, SD = 0.90) and lack of laboratory simulations (Mean = 4.16, SD = 0.80), with t-tests showing significant differences in perceptions (p < 0.05) between challenges and effectiveness. Opportunities are recognized in innovative technologies (Mean = 4.20, SD = 0.85) and flexible access (Mean = 4.20, SD = 0.78). ANOVA results reveal significant differences in perceptions of effectiveness and challenges across different respondent groups (F = 3.67, p < 0.05). The study confirms the hypothesis that online education presents both challenges and opportunities, with effective technology and pedagogy crucial for enhancing outcomes. Recommendations include improving technological infrastructure to address identified issues, integrating interactive elements to enhance engagement, and providing targeted training for educators on effective online pedagogical strategies. Additionally, fostering online communities and conducting regular evaluations are essential to optimize learning experiences and address emerging challenges.

This study aims to explore the challenges, strategies, and impacts of implementing Project-Based Learning (PjBL) in the Analytical Chemistry program at Vocational High Schools (SMK). Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation involving teachers and students actively engaged in PjBL activities. The analysis followed Moustakas’s phenomenological steps, including data reduction, categorization, and interpretation. The findings revealed three key themes: (1) resource and infrastructure limitations, (2) teachers’ adaptive and innovative strategies, and (3) students’ creativity and entrepreneurial motivation. Despite facing financial and facility constraints, teachers demonstrated resilience by utilizing local resources, modifying learning designs, and applying reflective assessment. Students, in turn, showed high creativity and problem-solving skills by developing innovative chemical-based products that integrated environmental awareness and entrepreneurship. The study concludes that PjBL effectively enhances students’ higher-order thinking, creativity, and motivation in vocational chemistry learning. However, its sustainability depends on institutional support, adequate funding, and collaboration with industry. These findings highlight the importance of developing structured, project-based digital modules to strengthen teacher competence and ensure meaningful, future-oriented learning in vocational education.

The low level of students' interest in green chemistry presents a significant challenge for educators in creating engaging instructional media. An innovative approach to address this issue is the development of TikTok-based e-poster learning media. This study aims to evaluate the feasibility of TikTok-based e-poster media for green chemistry content and analyze the responses of both teachers and students to its implementation. Using a research and development (R&D) approach based on the ADDIE model, data were collected through interviews, needs analysis, assessments of the e-poster's feasibility and reliability, and evaluations of teachers' and students' responses. The study was conducted at a public high school, involving 26 students from Class X IPAS 1. The findings revealed that the e-poster achieved a validity score of 94.80%, classified as very feasible, and a reliability coefficient of 0.86, indicating very high reliability. Teachers' responses averaged 92.80%, and students' responses averaged 92.30%, both falling within the very good category. Therefore, the TikTok-based e-poster learning media is highly effective and can serve as a valuable model for future instructional media development.

This study investigates innovative reflective practices in chemistry class through a combination of practical laboratory experiments and theoretical lectures in a high school setting. Conducted in three chemistry classes, the...

India's "demographic dividend" offers a strong foundation for investigating a multitude of opportunities in the domains of research and education, particularly following the approval of the new National Education Policy (NEP) in 2020. With a focus on experiential learning and higher-order thinking skills, NEP 2020 proposed radical changes to the educational system at both the high school and college levels. Other changes included teacher training, innovative and technique-based pedagogy, online learning, and a completely new academic structure. We have examined a concise overview of the current state of chemistry education and research in India, taking into account these suggested modifications to the educational system. Studies have shown that an increasing number of students are opting to major in science, with chemistry being the most popular choice, accounting for almost 20% of all scientific PhDs granted in India. The significance and caliber of Indian research publications were also discussed. We finally examined the issues that India's chemical education system faces and investigated potential solutions based on the recently approved NEP in order to maximize the country's potential for chemical education and research

In the modern educational landscape, integrating cutting-edge scientific advancements into school curricula is essential to foster 21st-century skills among learners. This article explores the integration of nanotechnology into secondary school chemistry education as a tool to promote development-oriented learning. The study focuses on how nanotechnology-based content and experimental activities can enhance students’ scientific thinking, problem-solving abilities, and creative potential. The proposed approach bridges theoretical knowledge with real-world applications, offering innovative pathways for engaging students in active, inquiry-driven learning.

This article explores a new approach to implementing dialogue-based learning through debates in the context of ecological topics in secondary school chemistry education. In modern pedagogy, debates are recognized not only as a tool for content delivery but also as a dynamic strategy for developing students’ critical thinking, communication skills, and collaborative learning. The integration of ecological issues into classroom discussions allows students to examine real-world problems from a scientific and ethical perspective. Findings from experimental lessons indicate that dialogue-driven debates enhance students’ conceptual understanding of environmental chemistry, promote active engagement, and foster scientific literacy alongside social responsibility. This study underscores the pedagogical value of structured classroom debates as an innovative method in chemistry teaching.

Use of solely language-based pedagogical tools in the teaching of chemistry can be limiting for such a practical and visual subject. In recent times, technology-based learning has become much more prevalent for engaging students. However, print based texts are still very important. Comics and comic zines have been shown to be attractive media forms for presenting information to students in an easily digestible form. Textbooks can be intimidating, and the presentation of chemistry syllabus with the addition of characters and often short narratives can help improve student engagement and scientific comprehension. Here, a series of self-made zines are investigated as tools for engaging and educating high school chemistry students (ages 16–18) in a visually appealing and accessible way. The pedagogic goals of the work are to increase motivation, increase student engagement, and investigate an innovative way of delivering the science curriculum for both students and teachers. Both content-based quizzes and student surveys indicate positive outcomes from zine supplemented study.

: Analytical chemistry occupies an essential position within chemical education; however, it faces numerous challenges, primarily concentrated around teaching modes and methodologies, with the root cause identified in assessment standards. Initially, reforms in the teaching of analytical chemistry courses should prioritize the update of assessment and evaluation criteria, as the traditional evaluation system falls short in effectively enhancing students' comprehensive and innovative capabilities. Subsequently, the purpose of assessing students is to evaluate their learning levels and foster their individual development. Therefore, in the process of educational reform, the innovation of assessment methods plays a pivotal role, not only guiding the direction of reform but also verifying its outcomes. Through an in-depth investigation of the current state of analytical chemistry teaching, this paper proposes an integrated teaching strategy that combines online and offline modalities, along with necessary reform measures. Furthermore, within ethnic colleges, the integration of a strong sense of the Chinese national community consciousness in the teaching of analytical chemistry holds significant importance for cultivating ethnic technical talents, meeting societal demands, inheriting national culture, enhancing teaching quality, and serving the development of ethnic regions.

The article considers an important aspect of improving the chemistry teaching process through the integration of STEM approaches. The purpose of this research is aimed at improving the quality of chemistry studies by integrating STEM approaches and determining optimal strategies to increase the effectiveness of research methods of the educational process. The key problems in modern methods of teaching chemistry are taken into account and, accordingly, the transition to the methodology of teaching chemistry using an innovative approach combining the principles of science, technology, engineering and mathematics (STEM) is highlighted. The main focus is on the active use of STEM approaches. The research was carried out in order to optimize the teaching of chemistry. For a more complete and in-depth understanding of the effectiveness of STEM approaches, the following methods were used: analysis of literary sources, empirical research, surveys and questionnaires, observations, group discussions, statistical analysis. A toolkit has been developed to evaluate the implementation of STEM approaches in the process of studying chemical disciplines. The article considers STEM approaches as an innovative positive dynamic of learning. The application of specific STEM tools to support STEM approaches in chemistry teaching is considered. The importance of integrating STEM approaches to improve chemistry teaching is emphasized. The methodology of chemical exploration is proposed. The term “chemical exploration” in our study plays a key role in the study of chemistry using innovative methods and approaches of STEM. Simulation technology has been proposed for computer simulation of chemical processes and experiments. Examples of simulation models used in the educational process are given. For active learning, pedagogical strategies such as case methods are proposed for use. The advantages of integrating STEM approaches to improve the understanding of the material and the development of students’ critical thinking are argued. The method of “expert assessment” was used with the parallel use of the “3, 2, 1” technique in the form of a STEM hackathon. Participation in the innovative educational process allowed students to enrich their experience, develop practical skills and apply theoretical knowledge in practice. In general, the work highlights the need to improve approaches to teaching chemistry in order to prepare students for the challenges of the modern world and the labor market.

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

Relevance. The level of innovative development of the state depends on the achievements of Kazakh scientists in the field of natural sciences. The question of ensuring the quality training of gifted students and allowing them to express their scientific and research potential in the field of chemistry is gaining relevance. Purpose. The purpose of the study was to reveal the specifics of the activity and personality formation of gifted children in regular classes during the study of chemistry. Methodology. The methods of analysis, synthesis, comparison, generalization, and deduction were used. Results. As a result, the priority role of such personal qualities as independence and discipline among gifted students in the process of learning chemistry in general educational institutions was revealed. It was established that the level of their chemical giftedness affects their activity during the performance of additional and complex educational tasks. Attention was paid to the peculiarities of the interaction between the gifted student and the teacher, based on which it was stated that it is based on interactive approaches and tools. It has been established that an important role is played by providing students with appropriate conditions for conducting laboratory work in chemistry as well as for the child�s investigation of problems related to teaching the content of chemistry. Conclusions. It was noted that gifted students can memorize educational material faster and interpret complex chemical concepts. It was established that for the high-quality organization of the educational process with gifted children, it is expedient for chemistry teachers to constantly improve their knowledge level to attract more creative and innovative pedagogical tools. The results obtained in the study should be used in the process of developing educational and methodological materials for improving the competence of chemistry teachers to qualitatively meet the academic and educational needs of gifted students. Keywords: natural sciences; additional classes; pedagogical competence; increased interest in classes; high school

: New quality productivity refers to a new form of productivity that promotes high-quality economic development through the deep integration of new technologies, new industries, new forms of business and new models, driven by scientific and technological innovation. The construction of a first-class course in advanced mathematics requires the selection of course content to be high-level, innovative, applied and challenging. At the same time, knowledgeable, applied and interesting cases are added to stimulate students' interest in learning. In the context of the development of new quality productivity driven by digital economy and intelligent technology, advanced mathematics courses are facing challenges such as lagging teaching content, single teaching mode, and disconnection from professional needs. Guided by the ability needs of "new talents" (emphasizing innovation ability, interdisciplinary thinking, and digital literacy), this study proposes to reconstruct the curriculum system, innovate teaching methods, deepen the integration of industry and education, and construct a first-class advanced mathematics curriculum model with high-order, innovation and challenge, so as to provide theoretical support and practical solutions for cultivating compound talents who support the development of new quality productivity.

Specifications grading has been proposed as an alternative grading method to better promote student success over traditional grading schemes. Within the chemistry community, specifications grading has been growing in popularity over the past decade as demonstrated by the rise of publications and conference talks. While several studies describe shifts in the final grade distribution as a result of the implementation of specifications grading, no study explores the differential impact on students of different social identities. In this study, we analyze over 9700 final course grades of a year-long general chemistry laboratory course under both traditional and specifications grading schemes. Data are analyzed by individual student’s social identities (i.e., gender, generation status, underrepresented minority status, and transfer student status) and students’ intersectional identities. Our results are mixed and conflicting. More systemically minoritized students pass these courses with high grades under specifications grading, but opportunity gaps between systemically minoritized students and their systemically advantaged counterparts remain. The results of this implementation show that the impact of specifications grading on students is complex and that much still needs to be understood about students’ experiences with different grading schemes and their impact.

Scientific inquiry is a process in which individuals pose questions, think critically and engage in problem-solving research and investigation. It enables the explanation of observable scientific phenomena, problems, or events based on evidence. Through this process, students not only find answers to their questions but also structure their knowledge, opening the door to scientific practice. Scientific inquiry skills consist of six process components: defining the question or problem, developing a model to answer the question or find a solution to the problem, planning and realizing the research, analyzing and interpreting data, making evidence-based explanations and producing solutions, and evaluating and sharing knowledge. The aim of this study is to determine the readiness of pre-service chemistry teachers for the competency-based curriculum. Conducted as action research, the study involved 16 pre-service chemistry teachers over 12 weeks during the chemistry laboratory course in the fall semester of the 2023-2024 academic year. Data collection tools included open-ended questionnaire items to gauge pre-service teachers’ perceptions of scientific inquiry skills, an activity sheet designed to foster these skills, and a rubric for evaluation. The study analysed the use of the components of scientific inquiry skills by pre-service teachers. The results indicated that the pre-service chemistry teachers most frequently utilized the components ‘defining the question or problem’ and ‘planning and conducting research,’ which are subcomponents of scientific inquiry. However, the components ‘making evidence-based explanations and producing solutions’ and ‘evaluating and sharing knowledge’ were used less frequently in the activities they designed.

This exploratory case study investigates the multifaceted dynamics of student interactions within an undergraduate organic chemistry laboratory. As efforts to improve curriculum design in this area continue, understanding how students...

Laboratory work is a cornerstone of science education and teacher preparation, yet localized studies on safety compliance among pre-service science teachers remain limited. This mixed-methods study addresses that gap by examining the frequency, nature, and contributing factors of safety issues in Chemistry laboratory courses taken by Bachelor of Secondary Education (BSEd) Science students at Marinduque State University – College of Education. Quantitatively, 54 students enrolled in Inorganic, Organic, and Analytical Chemistry courses responded to a structured survey covering five safety domains: personal protective equipment (PPE) use, emergency preparedness and supervision, chemical labeling, handling, and waste disposal, equipment usage and calibration, and laboratory etiquette. Composite means clustered narrowly within the “Rarely” range (2.00–2.09 on a 1–5 scale), and inferential tests (one-way ANOVA: F(2,12) = 0.86, p = 0.43; Spearman’s ρ = –0.05, p = 0.84) indicated no significant differences by course type. Thematic analysis of open-ended responses (n = 120) revealed five key drivers of safety lapses: insufficient training and orientation, carelessness or overconfidence, time pressure, resource deficiencies, and weak supervision and communication. Based on these insights, the study recommends scaffolded refresher drills, clear waste disposal signage, regular equipment audits, peer-appointed safety champions, and safety culture initiatives tailored to teacher-preparation contexts. By integrating both statistical patterns and lived experiences, this research addresses a critical gap in chemistry education scholarship and offers actionable strategies to improve laboratory safety compliance—from “Rarely” to “Never.”

The aim of this study was to determine the effect of Mobile AR (MAR) supported Flipped Learning Model (FLM) applications on the academic achievement of first year undergraduate students in General Chemistry Laboratory course and to investigate the students' views on MAR supported FLM. In the study carried out with a quasi-experimental design with pre-test-post-test control group, the course in the experimental group was conducted according to MAR-supported FLM, while the course in the control group was conducted conventionally as prescribed by the curriculum. The results of the independent sample t-test for the quantitative data of the study revealed that FLM implementations supported by MAR had a positive effect on student achievement. The interviews with the students were analyzed by content analysis and it was determined that the students evaluated the applications positively and found them useful. The findings of this study are preliminary for future studies in this field.

Chemistry laboratory experiments often use hazardous chemicals that can pose health risks and cause environmental damage. Green chemistry-based chemistry experiments are important because they use materials that are safe for students and the environment. Unlike previous laboratory manuals, this manual integrates green chemistry principles and digital features to enhance student independence. The purpose of this study was to examine the practicality and effectiveness of the green chemistry-based chemistry practicum guide on acid-base indicator material. This study was a Research and Development (R&D) study using the Borg and Gall model. This study focused only on the limited trial stage, initial product revision, and field trials to test the practicality and effectiveness of the Practicum Guide. Data collection techniques used questionnaires to determine practicality scores and N-Gain tests for effectiveness. The results of the practicality score analysis of the green chemistry-based chemistry practicum guide for teachers were in the very practical category, while students were in the practical category, reinforced by the results of observations of teacher and student activities in the very good category. The results of the analysis of the effectiveness of the green chemistry-based chemistry Practicum Guide using N-Gain were in the moderate category. Thus, this chemistry Practicum Guide is practical and effective for use in simple acid-base indicator practicums.

The purposes of the study were to examine the effectiveness of small-scale chemistry laboratory kits on chemistry preservice teachers’ teaching competencies and to examine the effectiveness of small-scale chemistry laboratory kits on learners’ science competencies. The target group consisted of (1) 20 fourth-year preservice chemistry teachers who were undergoing teaching practicum in schools and (2) 300 Grade 11 students from 10 partner schools in the Professional Teacher Development Network of Mahasarakham Rajabhat University. The research instruments included: 1) a learning management plan with small-scale chemistry laboratory kits, (2) the teaching competency assessment for preservice chemistry teachers, and (3) the science competency assessment for students. Data were analyzed using percentage, mean, and standard deviation. The results revealed that the overall teaching competency of preservice chemistry teachers using the small-scale chemistry laboratory kits was at a very high level (x̅ = 4.63, S.D. = 0.486) Additionally, the overall scientific competency of students who received instruction using the small-scale chemistry laboratory kits was as at a high level (x̅ = 2.65, S.D. = 0.478).

Laboratory management is crucial in improving the quality of chemistry learning in senior high schools. However, there has been limited research on the managerial competence of chemistry teachers in managing laboratories. This study aims to analyze the managerial competence of high school chemistry teachers in laboratory management. The study used a survey method with non-probability sampling and involved 99 high school chemistry teachers from 476 high schools in West Kalimantan Province. The results showed that the average managerial competence of these teachers was only 16.26%. Further analysis revealed that teachers' competencies in planning (19.19%), organizing (2.53%), implementing (28.08%), controlling (22.89%), and evaluating (7.32%) were significantly lacking. The findings highlight the need to improve the managerial competencies of chemistry teachers in this region. This study provides a foundation for developing a chemistry laboratory management model to enhance these competencies, contributing to better implementation of experiments and improved quality of chemistry learning in high schools.

This research was conducted to examine the application of a natural product chemistry laboratory project to enhance students' creative thinking skills. A quasi-experimental method was employed, with participants comprising 26 students in the experimental class and 26 students in the control class, all of whom were chemistry education students in the 7th semester of the 2024/2025 academic year at a state university in West Nusa Tenggara, Indonesia. In the experimental class, a natural product chemistry laboratory project was implemented, whereas in the control class, a verification laboratory approach was used. The results indicated a significant difference in creative thinking skills (fluency, flexibility, originality, and elaboration) between the experimental and control classes. Additionally, the average n-gain test results revealed a moderate increase in the experimental class (34.12), compared to a low increase in the control class (27.27). These findings suggest that the natural product chemistry laboratory project enhances students' creative thinking skills more effectively than the conventional laboratory approach.

Previous studies have revealed that preservice science teachers (PSTs) require more robust and stimulating opportunities to engage with and reflect on formative assessment (FA) during teacher education. From a sociocultural‐asset perspective, 16 PSTs participated in a co‐design process with researchers, engaging in an iterative reasoning and development process of an FA‐embedded chemistry laboratory learning environment through the conjecture mapping approach over the course of a semester. This case study presents how a randomly selected small group of PSTs (N = 4) implemented the co‐designed FA practices for one of the most challenging chemistry topics, chemical equilibrium, in a laboratory setting in the subsequent semester. Several data collection tools, such as audio records and artifacts from the PSTs' FA enactment in their laboratory investigation, were used in this study. All triangulated data was analyzed using the method of interaction analysis to generate and interpret meanings. Findings revealed that the PSTs could implement FA by interweaving five key FA strategies to enhance their learning in the chemistry laboratory. Specifically, the findings showed that not only the content and quality of feedback but also the way feedback is used and interacted with in FA play a critical role in improving the PSTs' learning and performance. This study has implications for designing and testing FA‐embedded learning environments that must be created with, not for, PSTs from sociocultural‐asset perspectives to improve the quality of FA.

This study aims to evaluate the reliability of chemistry laboratory practice assessments for Grade XII senior high school students by applying Generalizability Theory (G-theory) and Decision Study (D-study). A total of 79 students were involved in the research, each randomly assigned to perform one of six available chemistry laboratory practice tasks: electrolytes and nonelectrolytes, exothermic and endothermic reactions, enthalpy of neutralization between HCl and NaOH, acid-base titration, identification of acidic-basic properties, and electrolysis of CuSO₄. Each student was assessed independently by two chemistry teachers based on seven performance criteria: equipment selection, procedure, data reading, analysis, conclusion, cleanliness, and time efficiency. The G-study was conducted using a nested-crossed model in which students were nested within laboratory practice tasks and crossed with raters. The results revealed that variance due to raters (43.2%) and residual error (42.2%) dominated the total score variance, while the variance attributed to students nested within laboratory practice was relatively low (14.6%). The D-study produced a generalizability coefficient (Eρ²) of 0.41 and a dependability index (Φ) of 0.26, indicating low reliability for both relative and absolute decisions. A D-study simulation demonstrated that increasing the number of raters and laboratory practice tasks improved reliability. An optimal configuration of six tasks assessed by nine raters is required to achieve an Eρ² ≥ 0.80. These findings underscore the importance of well-designed assessment systems, consistent rater training, and diverse task coverage to ensure fair and dependable laboratory practice scoring. G-theory and D-study prove to be valuable tools for enhancing the quality of performance-based assessments in science education.

This study examines the impact of the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) method on academic intrinsic motivation in science education. The PDEODE method fosters a meaningful and engaging learning environment through enhancing students' interactions with science. The research was conducted with 38 pre-service science teachers at a public university in Türkiye. Over six weeks, students participated in chemistry laboratory activities based on the PDEODE method, and their motivation levels were assessed before and after implementation using the Academic Intrinsic Motivation Scale (AIM). The findings indicated that PDEODE activities significantly enhance students' academic intrinsic motivation. Statistically significant improvements were detected in the motivational dimensions of need for achievement, perceived expertise, and social acceptance. Additionally, laboratory activities facilitated the improvement of students’ experimental skills, reinforced their self-confidence, and encouraged a more positive attitude toward failure. The discussion stages were found to encourage students to express their thoughts more confidently, thereby strengthening their motivation. In conclusion, the PDEODE method emerges as an effective instructional model that not only enhances students’ scientific thinking skills but also increases their motivation. This study highlights PDEODE as an innovative method to science education and offers insights into developing teaching strategies that enhance students' engagement with scientific concepts.

Chemistry is not inherently ‘green’ but chemists can adapt their practices to make chemical processes ‘greener’ and lower environmental and human toxicity. To make chemistry greener, we need to train chemists to consider their role in minimizing human and environmental harm and give them the skills to choose safer and ‘greener’ syntheses. Beyond Benign has created a Green Chemistry Commitment to be signed by universities which gives them the responsibility to incorporate green chemistry into the undergraduate chemistry curriculum. One way to meet this commitment and teach about the impacts of chemical synthesis is through Life Cycle Assessment which quantitatively considers the human and environmental toxicity of synthetic routes.  This project sought to adapt an existing second-year undergraduate chemistry laboratory experiment to incorporate ideas of green chemistry and Life Cycle Assessment. The experiment was performed with varying experimental conditions, including concentration, reaction time, catalyst loading, type of catalyst, and workup procedure to develop three procedures that can be performed or analyzed by students. Life Cycle Assessments were conducted on each of these procedures to scaffold a post-laboratory activity that showcases the effects of these varied experimental conditions on impact-based metrics. The adapted experiment prompts students to reflect on the ‘green-ness’ of each procedure based on metrics like smog formation, global warming, and human toxicity, as well as potential trade-offs with yield. This adaptation can be applied as a post-laboratory exercise to other undergraduate chemistry experiments without modifying the laboratory procedure. This work exemplifies how principles of green chemistry can be incorporated into educational settings without requiring a complete redesign of curricula. Future work may investigate how these principles may be incorporated into existing lecture activities of undergraduate chemistry courses.

Background: Simulations are widely used in education to provide dynamic learning environments and are particularly useful in chemistry, where they can substitute for physical experiments when laboratory conditions are inadequate or materials hazardous. In this study, simulations were employed not as replacements but to enhance the effectiveness of physical laboratory experiments. Aim: The study aimed to investigate the impact of simulation- and flowchart-supported instruction on solution preparation and heating on the academic achievement of pre-service chemistry teachers, and to explore their opinions about preparing for hands-on experiments by first conducting a pre-lab simulation. Methods: The study employed a static group pretest-posttest design, involving 21 pre-service teachers enrolled in the General Chemistry Laboratory course. Instruction proceeded in two stages: first, experiments were conducted online through simulations; second, the same experiments were performed in a physical laboratory. Data were collected via quizzes (pretest), an achievement exam (posttest), and a feedback form. Results: The Wilcoxon Signed Rank test indicated that simulation-supported laboratory experiments had a significant positive effect on participants’ achievement. Additionally, the Mann–Whitney U test revealed a significant difference between the posttest scores of pre-service teachers who prepared a flowchart using simulations and those who did not. Discussion: Enhancing laboratory experiments with simulations provides a richer and more varied learning experience by offering both concrete and virtual experiences. Flowcharts drawn up by the participants were not simple lists of steps, but also covered the properties of the chemicals utilized, key points to consider, and significant reminders. This supported durable learning through enhancing students' skills in organizing, associating, and applying knowledge. Conclusions: In conclusion, running simulations before laboratory experiments has been shown to improve academic achievement. Moreover, pre-service teachers who both conducted the simulations and prepared their flowcharts achieved higher scores than their peers. Participants also reported reduced anxiety, increased confidence, and perceived simulations as beneficial for planning and carrying out the experiments.

Chemistry laboratory courses are essential for developing experimental skills, yet students face challenges with pre-laboratory activities and materials due to the lack of details and changing environments. This study identifies these challenges and suggests design implications for future systems to help students understand and plan chemistry laboratory experiments: addressing missing details, reflecting real lab environments, and facilitating active planning and execution. Based on these findings, this study developed ChemLab Planner, a web-based tool that converts text-based lab manuals into an interactive, timeline interface. The system breaks down procedures into substeps to provide detailed descriptions that meet student needs, adapts procedures to actual lab conditions, and supports team-based planning and execution. These features directly address the identified challenges, enabling students to prepare for experiments effectively. Building upon traditional pre-laboratory materials, ChemLab Planner offers a scalable approach to help laboratory understanding and planning, exemplifying the role of computer-aided tools in chemistry laboratory education.

No abstract available

The integration of artificial intelligence (AI) in education has demonstrated potential for solving individualised learning challenges, particularly through virtual assistants in natural science subjects. This study analyses students‘ interactions with an intelligent assistant integrated into the acid-base titration II remote laboratory to characterise learning needs and identify assigned roles during experimental activities. The intelligent assistant utilised OpenAI GPT-4o, customised with laboratory-specific information. The analysis of interactions was carried out using a mixed methodology combining content analysis with descriptive statistical analysis. The interactions were systematically categorised, revealing four main dimensions in the use of the assistant which are development of remote experiences, data processing, application and conceptual understanding, and guidance for the preparation of laboratory reports. Students positioned the assistant mainly as a tutor for procedural and calculation support, a conceptual support resource connecting experimental practise with theoretical understanding, and a mediator in scientific communication for report elaboration. This role diversification responded directly to students' main difficulties in experimental procedures, concentration calculations, theoretical understanding, and scientific writing. The study validates the necessity of AI-powered pedagogical support, demonstrating the versatility of artificial intelligence in remote laboratories.

Students’ expectations for their laboratory coursework are theorized to have an impact on their learning experiences and behaviors, such as engagement. Before students’ expectations and engagement can be explored in...

This research aimed to describe the validity or feasibility value of developing a game-based augmented reality learning application to introduce chemical laboratory equipment. The application developed was AR-LAB (Augmented Reality Laboratory), combining augmented reality technology with quizzes. This research employed development research using Richey and Klein's theory, which contains three steps: planning, production, and evaluation. The results show that the product's validity by material and media experts was 91.67% and 91.67%, respectively, in the very good category. The teacher assessment provided an average score of 112.4 from the ideal maximum score of 120, with an ideal level reaching 93.60% in the very good category. Meanwhile, testing by ten students obtained the maximum score in the very good category. The successfully developed media has the advantage of introducing laboratory equipment in three dimensions that are affordable and easy for students to learn about chemical laboratory equipment.

Designing effective laboratory courses that take prior knowledge and experience into account are important for reducing inequalities and skill gaps within higher education. Whilst many anecdotal trends are known, this...

Chemistry is a highly experimental science and the laboratory manual is an integral part of the curriculum. Laboratory work must be incorporated as a component element of a theory course in organic/inorganic chemistry to impart experimental skills. This paper presents the significance of incorporating background information and the basics of graphical presentation in the lab manual. It emphasizes the design of laboratory content to reflect the changes in the chemistry field.

Critical thinking (CT) is actively reflecting upon one’s experience and knowledge while searching for necessary information through inquiry, representing a fundamental competency in science education. Transitioning science teaching from passive...

This study investigates the role of mistakes and affective experiences during online pre-lab activities in predicting students’ situational engagement (conceptualized here as a simultaneous experience of interest, skill, and challenge,...

The topic of ionic liquids is typically not taught at the undergraduate level. Many properties, such as conductivity, vapor pressure, and viscosity, of these so-called “green solvents” are unique compared to traditional molecular solvents. Using active learning techniques, we introduced an ionic liquid module in the physical chemistry laboratory where their structures and physical properties, namely, viscosity, conductivity, and vapor pressure, were explored in relation to molecular solvents. Summative and formative assessments show that a majority of the participants were able to grasp the key concepts of ionic liquids. We envision that our methods and strategies can be one of the building blocks of introducing ionic liquids into the undergraduate chemistry curriculum.

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: In the context of emerging engineering disciplines, experimental teaching plays a crucial role in developing students' engineering practice abilities, especially in application-oriented undergraduate institutions. In chemistry education, the organic chemistry laboratory course is a fundamental core course for chemistry-related majors and holds significant value for students to gain a deeper understanding of chemical knowledge and enhance their practical skills. However, with the continuous evolution of the times, traditional organic chemistry laboratory teaching methods no longer meet the needs of university students or the demands of societal development. This paper uses the organic chemistry laboratory course at the School of Chemical Engineering, Northwest Minzu University, as a case study. It explores various measures such as improving teaching content and methods, incorporating online teaching tools, integrating ideological and political education, reforming the experimental assessment process, and constructing a new learning evaluation system. These reforms aim to develop students' abilities and enhance the quality of teaching. The implementation of these strategies can effectively improve the quality of organic chemistry laboratory teaching, thus contributing to the cultivation of high-level, application-oriented talents.

Chemistry laboratory courses involve theoretical knowledge, operational skills, safety, scientific literacy and other aspects

This study presents an enhanced artificial intelligence chatbot (EAIC) that integrates the capabilities of ChatGPT and Rasa Open Source to assist teachers in guiding numerous students to promote autonomous learning performance in the virtual 3D chemistry laboratory concurrently. This study found that a virtual 3D chemistry laboratory with an EAIC could benefit learning satisfaction than without an EAIC. However, there were no significant differences in learning effectiveness. Encouragingly, the EAIC could provide good performance regarding ongoing conversation, ease of understanding, offering an appropriate amount of information, and high response speed. However, it was suggested to improve context tracking, accuracy, and dialogue clarity during conversational processes.

顺应当前高中教育改革的新方向，本论文以“二氧化硫的性质”为例进行教学设计，着力培养学生的化学学科核心素养。笔者在分析学情的基础上设定教学目标，呈现化学课堂教学思路、教学流程以及设计意图，最后，本人根据教学实践，从情境创设与教学效果两个方面进行反思。