Publications

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 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.

Abstract The Beer-Lambert law is a fundamental relationship in chemistry that helps connect macroscopic experimental observations (i.e., the amount of light exiting a solution sample) to a symbolic model composed of system-level parameters (e.g., concentration values). Despite the wide use of the Beer-Lambert law in the undergraduate chemistry curriculum and its applicability to analytical techniques, students' use of the model is not commonly investigated. Specifically, no previous work has explored how students connect the Beer-Lambert law to absorption phenomena using submicroscopic-level reasoning, which is important for understanding light absorption at the particle level. The incorporation of visual-conceptual tools (such as animations and simulations) into instruction has been shown to be effective in conveying key points about particle-level reasoning and facilitating connections among the macroscopic, submicroscopic, and symbolic domains. This study evaluates the extent to which a previously reported simulation-based virtual laboratory activity (BLSim) is associated with students' use of particle-level models when explaining absorption phenomena. Two groups of analytical chemistry students completed a series of tasks that prompted them to construct explanations of absorption phenomena, with one group having completed the simulation-based activity prior to the assessment tasks. Student responses were coded using Johnstone's triad. When comparing work from the two student groups, chi-square tests revealed statistically significant associations (with approximately medium to large effect sizes) between students using the simulation and employing particle-level reasoning. That said, submicroscopic-level reasoning did not always provide more explanatory power to students' answers. Additionally, we observed the productive use of a variety of submicroscopic light-matter interaction models. We conjecture that engaging with BLSim provided new submicroscopic-level resources for students to leverage in explanations and predictions of absorption phenomena.

Abstract Undergraduate arts and design programs have been incorporating computing education into their curricula. Through a documentation analysis of the first cycle (i.e., bachelor’s) curricula of fered by the Portuguese public education subsystem in the 2018-19 academic year, we identified 40 programs from diverse artistic and design areas, attended by around 5,600 students, which contained at least one course covering computer programming. In a subsequent qualitative analysis of the syllabi of those 128 courses we had identified as relevant, we characterized the objectives, the contents, and the teaching and assessment methods for computing in higher arts education. In the face of the skepticism the literature expresses regarding the validity and robustness of brief approaches to computing, we found most undergraduate programs dedicate few courses or credits (i.e., ECTS) to the topic. We also found programs that introduce the topic late in the curriculum, at a stage when it is likely to meet less dedication from the students. At course level, we note the prevalence of the objective of granting autonomous learning skills to students, which often translates into contents too broad to approach in a non-superficial way. Moreover, we alert to the use of project-based assessment methods in ways that do not assure learning of the contents. With this article we hope to provide an overview of the current situation and contribute to a reflection and a debate about the relevance and the way computing is covered within arts and design education. © (2024), (Emerson de Pietri). All Rights Reserved.

Abstract Activities with Parents on the Computer are pedagogical tasks based on socially relevant disciplinary content with the aim of establishing the school-home connection and collaboration between parents and students, to promote digital literacy and literacy in a specific domain. This article addresses a study that aimed to investigate the contribution of the Activity with Parents on the Computer "NanoAPC", both for the development of knowledge of 8th grade students about the area of nanotechnology, and to raise awareness among parents/guardians for the said area. The activities were proposed in a formal learning environment, the school, but were carried out at home by the student and one of the parents or guardian. NanoAPC intended to help students to learn Chemistry contents contextualized with the advances and applications of nanotechnology in society, from a socio-scientific perspective. A quasi-experimental research plan was implemented, with 58 students and 58 parents/guardians participating. Students were divided into two experimental conditions that were tested: groups 1 and 2, subject to NanoAPC, but with a different initial intervention, and group 3, subject to an activity sheet. All groups were subjected to a questionnaire as a pre-test and post-test, respectively before and after the intervention. The results, resulting from the analysis of the pre-test and post-test and the answers given in the respective activity sheets, show that the students in groups 1 and 2 showed a significant improvement in their knowledge of nanotechnology compared to those in group 3. We conclude that the NanoAPC digital resource is useful for teachers who show an interest in addressing nanotechnology but who have time constraints due to curriculum management. In addition, it promotes the parent-student-computer triangulation and, consequently, raises parents' awareness of this area. © 2024 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.

Abstract In a society heavily influenced by technological advancements, developing scientific and technological literacy among young people is essential. Along these lines, this research describes a STEM activity developed to promote the teaching of chemistry content related to the solubility of potassium nitrate in water. It also facilitated the mastery of technological skills such as programming Arduino microcontrollers and using Microsoft Excel as tools for automatic data acquisition and analysis. Eighty pre-university Chemistry students participated in this research. This pedagogical approach was divided into three main stages: (1) preliminary research on components used in the experimental apparatus; (2) introduction to the assembly of electrical circuits and Arduino programming; (3) experimental investigation of the dependence of potassium nitrate solubility on temperature. The activity allowed the students to successfully achieve the proposed chemistry learning objectives while mobilizing other scientific and technological knowledge and skills. Despite the students' limited prior knowledge of programming and electronics, as well as their limited proficiency in data analysis software, the integration of programming in the Chemistry class proved to be a differentiating factor with a highly positive impact, particularly in terms of motivation and interest among most students.

Abstract Generative Artificial Intelligence technologies can potentially transform education, benefiting teachers and students. This study evaluated various GAIs, including ChatGPT 3.5, ChatGPT 4.0, Google Bard, Bing Chat, Adobe Firefly, Leonardo.AI, and DALL-E, focusing on textual and imagery content. Utilizing initial, intermediate, and advanced prompts, we aim to simulate GAI responses tailored to users with varying levels of knowledge. We aim to investigate the possibilities of integrating content from Chemistry Teaching. The systems presented responses appropriate to the scientific consensus for textual generation, but they revealed alternative chemical content conceptions. In terms of the interpretation of chemical system representations, only ChatGPT 4.0 accurately identified the content in all of the images. In terms of image production, even with more advanced prompts and subprompts, Generative Artificial Intelligence still presents difficulties in content production. The use of prompts involving the Python language promoted an improvement in the images produced. In general, we can consider content production as support for chemistry teaching, but only with more advanced prompts do the answers tend to present fewer errors. The importance of previously understanding chemistry concepts and systems' functioning is noted.

Abstract The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

Abstract <jats:p>Os projetos de ciência cidadã têm relevado potencial para promover a literacia científica dos alunos nas suas dimensões afetiva e cognitiva. Contudo, em química, estes projetos são ainda escassos. Assim, partindo do contexto da qualidade das águas costeiras e da sua poluição por (micro)plásticos, foi desenvolvido o projeto de ciência cidadã PVC – Perceiving the Value of Chemistry behind water and microplastics, onde a química assume um papel central. No sentido de conhecer os contributos do projeto desenvolvido, foram investigadas as atitudes face à disciplina de Química de 574 alunos (442 do grupo experimental e 132 do grupo de controlo) do 3º Ciclo do Ensino Básico e a sua aprendizagem da química, ao nível conceptual e processual. Para tal, aplicou-se um questionário de atitudes como pré e pós-teste, um teste de conhecimentos e foram ainda recolhidas notas de campo. No pré-teste registaram-se atitudes positivas no grupo experimental e no grupo de controlo. No pós-teste, o grupo experimental apresentou mudanças de atitudes significativamente mais positivas do que o grupo de controlo, em todas as dimensões presentes no questionário. A análise dos resultados dos testes de conhecimento sugere ainda que o projeto PVC promoveu a aprendizagem conceptual da química relacionada com a análise dos parâmetros físico-químicos das águas e com os polímeros. A nível processual, verificou-se a aprendizagem de técnicas laboratoriais e o desenvolvimento de competências como a autonomia, a colaboração, e o pensamento crítico, bem como a capacidade de comunicação de ideias e de resultados.</jats:p>