ORCID Profile
0000-0003-3271-1686
Current Organisation
Deakin University
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Publisher: American Chemical Society (ACS)
Date: 09-09-2021
Publisher: American Chemical Society (ACS)
Date: 02-12-2021
Publisher: Informa UK Limited
Date: 24-09-2021
Publisher: LUMA Centre Finland
Date: 18-03-2021
DOI: 10.31129/LUMAT.9.2
Publisher: Springer Nature Singapore
Date: 2022
Publisher: American Chemical Society (ACS)
Date: 25-02-0002
DOI: 10.1021/IE050589G
Publisher: University of Ljubljana
Date: 24-06-2020
DOI: 10.26529/CEPSJ.893
Abstract: Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students’ interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students’ learning through experiments. The purpose of this research is to examine teachers’ opinions about the impact of chemistry demonstrations on students’ interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students’ interest and performance in chemistry classes and on the quality of students’ knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students’ knowledge of chemistry.
Publisher: American Chemical Society (ACS)
Date: 20-08-2020
Publisher: Elsevier BV
Date: 10-2005
Publisher: MDPI AG
Date: 31-08-2022
Abstract: Discussing socio-scientific issues in a secondary chemistry classroom poses a challenge to traditional classroom practice because students and teachers need to think more broadly about chemical processes. Allowing students to create open-ended maps to generate and represent their understanding of socio-scientific issues while also learning chemistry theory can develop Systems Thinking capacity in students. This manuscript presents three vignettes of the classroom use of mapping exercises within separate action research studies, involving erse school types, curricula, chemistry topics and student groups. The mapping exercises were effective to engage students in the development of Systems Thinking and were readily integrated into different curricula. Sequential student-generated maps for chemical processes illustrate increasing sophistication in their Systems Thinking approaches.
Publisher: American Chemical Society (ACS)
Date: 18-07-2019
Publisher: Elsevier
Date: 2005
Publisher: American Chemical Society (ACS)
Date: 07-10-2022
No related grants have been discovered for Seamus Delaney.