Carla Morais

Abstract Given the challenges associated with understanding electrochemistry content by engaging in prediction, observation, and explanation, laboratory activities can foster active participation and critical thinking, enabling individuals to proactively confront and revise their understanding. Since pre-service teachers should gain firsthand experience with predict-observe-based on a predict-observe-explain strategy, we propose a laboratory activity presented as a mystery box related to concentration cells coupled with an Arduino-based electronic data measurement system to identify how pre-service chemistry teachers move from observations to inferences in a qualitative research. Data was collected by written records and oral explanations during the practical interactions. Results suggest that the proposed laboratory activity allows pre-service chemistry teachers to access data and correct inferences related to electrochemistry content, promoting critical thinking. Data also showed a connection between the macroscopic and symbolic domains, and pre-service teachers recognized concepts associated with the activity, such as solution conductivity and the potential difference in chemical reactions, interpreting the system with prior knowledge, like electron flow direction and concentration cell components. However, additional strategies are needed for detailed and consistent observation and inference recording, enhancing the potential of such activities in favoring electrochemistry education in high schools.

Abstract <jats:p>This paper investigates a proposal for teaching Green Chemistry concepts through the implementation of a Problem-Based Learning (PBL) approach in a specific and optional course on the subject in higher education. The main objective was to analyze the effect of implementing Problem-Based Learning (PBL) didactics on understanding Green Chemistry principles within a course with 8 university students. Through this methodology, students analyzed case studies involving the identification of GC principles in industrial redesign processes and the problematization of controversial situations related to the importance of discussions on chemical processes. Two specific cases, bio-based butylene glycol and enzymatic treatment of paper, were used to test students’ ability to recognize and justify the relevance of these principles. Additionally, another activity about the synthesis of acetanilide allowed students to identify which of four methodologies could be considered the greenest, considering different aspects. The research revealed that although the PBL approach effectively engaged students and deepened their understanding of GC principles, some concepts presented challenges. Certain principles of Green Chemistry, such as atom economy and catalysis, proved complex for some students, leading to confusion and challenges in assessing the “greenness” of processes. Nonetheless, students demonstrated improved knowledge and practical application of GC principles, linking them to industrial processes like bio-based material production and analyzing the benefits and drawbacks of different methods for producing the same substance. This study highlighted the value of a dedicated PBL approach with adequate resources to foster discussions and understanding. However, elective courses often attract only those already familiar with the subject, limiting broader engagement and field expansion. Disparities in case material quality, particularly for bio-based butylene glycol and acetanilide production, underscored the need for well-structured resources. Future research should include larger sample sizes for statistical validation and more class time for discussions and supplemental activities. This study contributes to the literature on active learning strategies, showcasing PBL’s potential to enhance sustainable chemical education.</jats:p>

Abstract Integrating experimental activities with technological advancements and investigative pedagogies holds promise for fostering multifaceted development of chemical knowledge acquisition and innovative pedagogical methodologies for preservice teachers. This research evaluates how a laboratory activity on electrochemical concentration cells incorporating the Arduino system and implementing a Prediction-Observation-Explanation strategy improves chemical knowledge among preservice teachers. The study used a pretest assessing knowledge of galvanic cells, followed by evaluative questions during a course for preservice chemistry teachers. Preservice teachers had the opportunity to reflect on the module by commenting on issues related to implementing the activity and integrating the Arduino system. Difficulties are associated with understanding electrochemical cells and implementing the POE pedagogy. The study's results provide a basis for comments on the activity's adaptability and efficacy in the classroom and incorporation into a preservice teacher education curriculum.

Abstract This study elucidates the perceptions of a group of chemistry teaching undergraduates about the mobilization of knowledge related to the seven bases of the Technological Pedagogical Content Knowledge (TPACK) framework during intervention activities in the pandemic. The descriptive research, with a mixed approach and Survey procedure, was based on observation and 29 Likert scale assertions in a self-report questionnaire, where the nominal variables were reorganized into a scale. Statistical analysis via Statistical Package for the Social Sciences software demonstrated data reliability and normality disparity; thus, parametric (two-way ANOVA) and non-parametric (Kruskal-Wallis) tests were performed, considering a significance level of 5% (p < 0.05). In the end, it was observed that among the 29 assertions, 5 exhibited a significant effect of some group (Gender, Age Group, School Where They Work, Class They Attend, Time of Participation) based on the Kruskal-Wallis test, demonstrating rejection of the null hypothesis (p <= 0.05 not equal H0). Furthermore, the findings indicate a strong need for more holistic initial teacher training, where the use of technology becomes an integral part of Content Knowledge.

Abstract The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students' knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future.