The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed…

Scholarship animating both WAC/WID (Allan, 2013; Gere, et al., 2018; Hendrickson, 2016; Kells, 2007; Reid, et al., 2016) and STEM (Roth, 2003; Roth & Jornet, 2013; Tsui, 2007) has increasingly called for pedagogical attention to learners' lived, embodied experiences of knowing, writing, and becoming in and across disciplinary worlds. As one…

This study compared reported chemistry anxiety in an undergraduate chemistry course between online and classroom students. Results indicated slightly higher levels of anxiety for online students although findings were not statistically significant. However, activities resulting in high anxiety for both groups were identified. Gender was identified…

Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on student learning, but the same studies fail to look at learning differences between subgroups of students. In the current study,…

The low Cumulative Grade Point Average of most chemistry undergraduates results in their low achievement and motivation which poses a threat to the production of future chemistry teachers. The diversity of this problem has resulted in several suggestions concerning the application of Google Meet strategy to determine its efficacy in ameliorating…

This study aimed to investigate the use of formative assessment rubrics for supporting the learning of organic chemistry in secondary schools in Rwanda. A mixed research approach was used to collect and analyze data. The target population was 210 senior five chemistry students and 15 chemistry teachers. However, 140 senior five chemistry students…

An introduction to the noble gases and chemical bonding via Lewis theory and the octet rule are common inclusions in secondary school curricula. However, the usual approach may lead to misconceptions and difficulties when valence bond (VB) theory and valence shell electron pair repulsion (VSEPR) theory are taught at a later pre-university stage.…

Previous research has shown the validity of the Measure of Linked Concepts (MLC) assessment in college introductory chemistry. Herein, we present a novel model of pairing the MLC with a metacognitive exercise aligned with learning objectives in the introductory chemistry courses as an effective tool for instructors to be integrated into…

This study investigated the development and utilization of argument and representation resources in pre-service science teachers' (PSTs') written and oral arguments over two semesters in an argument-based inquiry environment of General Chemistry Laboratory I and II courses. The study employed a form of mixed methods research that is known as…

This paper reports on teachers' and students' perceptions about the effectiveness of computer use to enhance the teaching and learning of chemistry in inclusive classrooms. This study aims to investigate how students with visual and those with hearing disabilities can easily access chemistry instructions. The study adopted a mixed-method approach…

Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The…

This study's innovative objective was to develop a personalised learning model to equate students' entry level knowledge as they entered the School of Medicine and Health Sciences at Tecnologico de Monterrey in Mexico in 2019. This was necessitated by a difference in the depth and approach to preparatory content. The methodology focused on…

Technological pedagogical and content knowledge (TPACK) is an essential framework for chemistry teachers. Teachers are required to be able to integrate technology into learning so that TPACK must be acquired by pre-service chemistry teachers. TPACK can be integrated with a modified form of subject-specific pedagogy (SSP) as SSP has the same…

Recently, the Interactive-Constructive-Active-Passive (ICAP) framework has been gaining increasing prominence in cognitive and learning sciences. The ICAP theory asserts that students learn more deeply when they are cognitively engaged in generative and collaborative learning. Indeed, prior studies have established the value of the ICAP framework…

Heavy metals are a recognized toxic environmental contaminant, even at very low concentrations. There have been well-known events in the last decade within the US of high amounts of lead in the drinking water supplies of cities, leading to detrimental effects within its population. Ways have been found to remove this metal, and others, from water…