Chemistry education and sustainability in the global age

Chemistry Education and Sustainability in the Global Age Mei-Hung Chiu • Hsiao-Lin Tuan • Hsin-Kai Wu Jing-Wen Lin • Chin-Cheng Chou Editors Chemistry Education and Sustainability in the Global Age Editors Mei-Hung Chiu Graduate Institute of Science Education National Taiwan Normal University Taipei, Taiwan R.O.C Hsin-Kai Wu Graduate Institute of Science Education National Taiwan Normal University Taipei, Taiwan R.O.C Hsiao-Lin Tuan Graduate Institute of Science Education National Changhua University of Education Changhua, Taiwan R.O.C Jing-Wen Lin Department of Curriculum Design and Human Potentials Development National Dong-Hwa University Hualien, Taiwan R.O.C Chin-Cheng Chou College of General Education HungKuang University Taichung City, Taiwan R.O.C ISBN 978-94-007-4859-0 ISBN 978-94-007-4860-6 (eBook) DOI 10.1007/978-94-007-4860-6 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012945631 © Springer Science+Business Media Dordrecht 2013 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer Permissions for use may be obtained through RightsLink at the Copyright Clearance Center Violations are liable to prosecution under the respective Copyright Law The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Preface: Proceedings of the 21st ICCE Sustainability The dictionary defines this term as “to maintain or endure.” And, following the work of the UN Brundtland Commission, we have learned to think of sustainability in the context of development that “meets the needs of the present without compromising the ability of future generations to meet their own needs.” It is long overdue that we begin to link this vitally important concept with the goals and learning outcomes of science education and think about what it means for chemistry education to be sustainable and contribute to sustainable development The 21st conference of the International Conference on Chemistry Education (ICCE) series, held in Taipei from August 8–13, 2010, created just such a linkage, with an overarching conference theme of “Chemistry Education and Sustainability in the Global Age.” This theme was developed in recognition of the International Year of Chemistry 2011, which highlights the role for chemistry in meeting Millennium Development Goals and environmental challenges This volume of proceedings from the conference provides an opportunity for readers to engage with a selection of refereed papers that were presented during the 21st ICCE conference Divided into sections, the 31 papers published here pick up on the multiple meanings of the term sustainability Themes for the sections will be of interest to chemistry educators who care that the learning environments in their classrooms motivate students to learn effectively, so that those learners are equipped to contribute solutions to the serious global challenges our planet faces Efforts to improve chemistry education must also be sustainable – that is, they must be maintained and endure And so the reader will sample here reports of research on topics ranging from globalization and chemistry education through a suite of issues related to learning and conceptual change; teaching strategies; curriculum, evaluation and assessment; e-learning and innovative learning; and microscale approaches to chemistry One of the unique and valuable dimensions to the ICCE conference series is the way the series brings chemistry educators together from around the world to discuss ways to serve learners better The reader will discover that both common challenges and creative solutions emerge from very diverse settings – examples include the University of Venda in South Africa (Mammino), Pulau Pinang Matriculation v vi Preface: Proceedings of the 21st ICCE College in Malaysia (Teh and Yakob), Tokyo Gakugei University (Ogawa and Fujii), the MicroChem Lab in Hong Kong (Chan), and the National Taiwan Normal University (Chen, Lin, and Chiu) I hope you both enjoy and find valuable your engagement with their ideas in sustaining your own professional development in the global world of chemistry education Past Chair of Committee on Chemical Education of IUPAC Peter Mahaffy Introduction to Proceedings It was a great honor for the Chemical Society Located in Taipei (CSLT) and National Taiwan Normal University to host the IUPAC’s 21st International Conference on Chemical Education (ICCE) from August 8–13, 2010, in Taipei, Taiwan A different country has hosted this international conference, held every other year, since 1969 The ICCE, sponsored by the International Union of Pure and Applied Chemistry’s (IUPAC) Committee on Chemistry Education (CCE), is one of the most well attended and informative international arenas for furthering chemistry education around the globe IUPAC was founded in 1919 by chemists from industry and academia Over the past nine decades, the Union has been successful in fostering worldwide communications in the chemical sciences and uniting the academic, industrial, and public sectors As an international, non-governmental, non-profit, and independent scientific body, the Union promotes chemistry education via multiple channels, including the CCE, and its emergence as an influential leader in promoting chemistry education around the world The theme for the 21st ICCE was “Chemistry Education and Sustainability in the Global Age,” which was intended to inspire participants to reflect on global environmental and ethical issues The CSLT and the Organizing Committee organized ten plenary lectures by well-known international speakers, five workshops, three symposia, one panel discussion with the presidents from chemical education societies of different countries, chemical demonstrations, and a variety of other activities In terms of the panel discussion, the presidents or chair of science and chemistry associations from countries including Canada, Germany, Korea, Malaysia, the Philippines, Taiwan, and United States came together and discussed issues about chemical education, sustainability in the global age, and objectives and plans for the International Year of Chemistry The 21st ICCE had over 300 participants in attendance Efforts to increase participation by under-represented professionals continued and included, for example, travel scholarships for female scholars provided by the IUPAC and the Asian Chemical Education Network (ACEN) of the Federation of Asian Chemical Societies (FACS) Such efforts encourage attendance at the ICCE and promote the conference’s international and diverse focus vii viii Introduction to Proceedings Following the conference, 42 articles were submitted to the Organizing Committee and each article was reviewed by two experts in chemistry education The articles were submitted from all over the world, and covered a wide range of topics Twentynine articles were finally accepted for publishing In this compilation we have categorized the articles into six sections The six sections are: (1) Globalization and Chemical Education, (2) Learning and Conceptual Change in Chemistry, (3) Teaching Chemistry, (4) Curriculum, Evaluation, and Assessment in Chemistry Education, (5) E-learning and Innovational Instruction, and (6) Microscale Laboratory Work in Chemistry Each section is introduced by a member of our editorial board These topics were chosen because we, as chemistry educators, are concerned with increasing the quality of chemistry learning and teaching, promoting public understanding of chemistry, highlighting sustainability issues for our global community, and implementing innovative technology in school practice and research These proceedings aim to further the understanding and focus the attention of the international chemistry education community so our citizens and our planet may benefit We hope you enjoy reading this book and find effective ways to continuously promote chemistry education research and practice in your own country Chairperson, 21st ICCE Organizing Committee Mei-Hung Chiu Editor-in-chief Hsiao-Lin Tuan, Hsin-Kai Wu, Jing-Wen Lin, and Chin-Cheng Chou Editors Contents Part I Globalization and Chemical Education Mei-Hung Chiu Dissemination of Achievements in Chemical Education (Research) via EU Projects Anna Kolasa and Iwona Maciejowska Polish Education Reform and Resulting Changes in the Process of Chemical Education Hanna Gulińska 15 Part II Learning and Conceptual Change in Chemistry Jing-Wen Lin Assessment of Chemistry Anxiety Among College Students Chen@Chong Sheau Huey Teacher-Student Interactions: The Roles of In-Class Written Questions Liliana Mammino Probing and Fostering Students’ Reasoning Abilities with a Cyclic Predict-Observe-Explain Strategy Jia-Lin Chang, Chiing-Chang Chen, Chia-Hsing Tsai, Yong-Chang Chen, Meng-Hsun Chou, and Ling-Chuan Chang A Trial of Placement and Embodiment of Images for Chemical Concepts in the Lesson Model of a “Surface Active Agent” Through SEIC Haruo Ogawa and Hiroki Fujii 27 35 49 59 ix Microscale Experiment on Decreases in Volume… 337 method, the calculated volumes of alkanol aqueous solutions are easily obtained Our procedure is useful partially because the observed volumes using microscale experiments can be compared with the calculated ones, and partially because the volumes of liquid mixtures can be obtained without doing experiments if the data on densities or excess molar volumes are available The details on microscale experiments and theoretical calculations will be revealed in the following sections 2.1 Observed Volumes Using Microscale Experiments Materials Methanol, ethanol, 1-propanol, and 2-propanol (>99.5%) were purchased from Wako Pure Chemicals Industries, Ltd and were used without further purification Distilled water was prepared using the ADVANTIC automatic water distillation apparatus RFD240NA 2.2 Procedure Before performing microscale experiments, a 5-mL graduated cylinder and a 10-mL graduated cylinder were rinsed with ethanol and distilled water respectively First, 3.00 mL of distilled water (component 2, solvent) was placed in cylinder with a glass stopper and 3.00 mL of ethanol (component 1, solute) was placed in cylinder Second, the ethanol was thoroughly transferred from cylinder to The glass stopper was put into cylinder quickly, and the ethanol-water mixture was violently shaken for The mixture was kept motionless for about min, and its volume was read The microscale equipment and results are shown in Fig This procedure was repeated five times, and the average and standard error of the observed volumes were calculated Next, the mixing of 2.00 mL of ethanol with 2.00 mL of distilled water was also carried out For other alkanol-water mixtures, the microscale experiments were performed in the same way 2.3 Safety Precautions The four alkanols are all toxic and flammable Methanol is most toxic Safety goggles must be worn, and no open flames should be in the laboratory 338 T Nakagawa Fig Equipment for microscale experiments of mixing alkanol (methanol, ethanol, 1-propanol, or 2-propanol) with water (a) Before mixing, W: 3.00 mL of distilled water in a 10-mL graduated cylinder (V2 = 3.00 mL), A: 3.00 mL of alkanol in a 5-mL graduated cylinder (V1 = 3.00 mL) (b) In mixing, W + A: shaken 3.00 mL of distilled water plus 3.00 mL of alkanol in a 10-mL graduated cylinder (c) After mixing, volume of ethanol-water mixture V = 5.79 mL, excess volume V E = 5.79 mL − (3.00 mL + 3.00 mL) = −0.21 mL Fig Scheme for calculating the volume of binary liquid mixtures for volume decrease (VE < 0) Vi volume of component i (i = 1, 2) before mixing, V volume of liquid mixture, VE excess volume 3.1 Calculated Volumes from Densities or Excess Molar Volumes Theoretical Background The scheme for calculating volume of binary liquid mixtures is shown in Fig In general, the following relations hold about mass m, amount of substance n, and volume V of binary liquid mixture: m = m1 + m2 (1) n = n1 + n2 (2) V ≠ V1 + V2 (3) Microscale Experiment on Decreases in Volume… 339 where suffix i (i =1, 2) denotes component i and no suffixes binary liquid mixture In Eqs and 2, m is linked to n, namely, m = nM (4) mi = ni Mi (5) where M is the molar mass Combining Eqs and 5, we obtain m = n1 M1 + n2 M (6) In Eq 3, if the symbol ¹ is replaced by =, the additional term is needed in the righthand side: V = V1 + V2 + V E (7) where VE is the excess volume, which means the volume deviation from ideal solution If VE is negative, the volume decreases when forming binary liquid mixture The term VE is as follows: V E = V − (V1 + V2 ) (8) In Eq 8, V is linked to n, namely, V = nVm = Vi = niVm, i = m nM = d d mi ni Mi = di di (9) (10) where Vm and d are molar volume and density, respectively At constant temperature and pressure, both di and Vm, i are regarded as constants Substituting Eqs and 10 for V and Vi in Eq 8, respectively, and taking Eq into account, we obtain the following relation: VE = n1 M1 + n2 M ⎛ n1 M1 n2 M ⎞ −⎜ + ⎟ d d2 ⎠ ⎝ d1 (11) Dividing Eq 11 by n yields VmE = x1 M1 + x2 M ⎛ x1 M1 x2 M ⎞ −⎜ + ⎟ d d2 ⎠ ⎝ d1 (12) where VmE and x are excess molar volume and mole fraction, respectively, and these values are denoted as, VmE = VE n (13) 340 T Nakagawa xi = ni n (14) In Eq 14, obviously, x1 + x2 = (15) Therefore, Eq 12 is reduced to VmE = x1 M1 + (1 − x1 ) M ⎡ x1 M1 (1 − x1 ) M ⎤ −⎢ + ⎥ d d2 ⎣ d1 ⎦ (16) Equation 16 is a function of x1, and it is fit to the Redlich-Kister (Redlich & Kister, 1948) equation, which is an empirical one, that is, N N VmE = x1 x2 ∑ Ak (x1 − x2 ) = x1 (1 − x1 )∑ Ak (2 x1 − 1) k k=0 k k=0 N = A0 x1 (1 − x1 )+ x1 (1 − x1 )∑ Ak (2 x1 − 1) k (17) k =1 where Ak (k = 0, 1, 2, …, N) is the fitting parameter, and in particular, A0 denotes the E contribution to quadratic function of x In Eq 17 , Vm = at x = (neat component 2) and (neat component 1), and this equation represents the character of excess molar properties well Therefore, although the Redlich-Kister equation is empirical, this is useful for regression curves of excess molar properties such as excess molar volumes The amount of substance n in a binary liquid mixture is obtained from Eqs and 10, that is, ni = n = n1 + n2 = Vi di Mi V1 d1 V2 d2 V1 d1 M + V2 d2 M1 + = M1 M2 M1 M (18) (19) From Eqs 14, 18, and 19, x1 is expressed as, x1 = n1 V1 d1 M = n V1 d1 M + V2 d2 M1 (20) If densities or excess molar volumes of binary liquid mixtures are available as functions of x1 (0 £ x1 £ 1), their volumes are easily estimated in numerical order: Determination of the initial V1 and V2 Calculation of n1 and n2 (using Eq 18) Calculation of n (using Eq 19) Calculation of x1 (using Eq 20) 341 Microscale Experiment on Decreases in Volume… Table Densities di and molar masses M at 25 °C and atm Compound di/g·mL−1 Mi/g·mol−1 Water Methanol Ethanol 1-Propanol 2-Propanol 0.99705a 0.78635a 0.78496a 0.79935a, 0.80021b 0.78110b 18.015 32.042 46.068 60.095 60.095 a Benson and Kiyohara (1980) Pang et al (2007) b Calculation of VmE (using Eq 16) If the VmE vales are available from references, this step can be omitted although the d values are unknown Determination of Ak (using Eq 17, least square methods) If the Ak values are available from references, this step can be omitted Estimation of VmE at any composition (using Eq 17) Calculation of VE (using Eq 13) Calculation of V (using Eq 7) 3.2 Systems and Conditions for Calculations The systems for calculations were four alkanol–water mixtures, which were the same ones as for the microscale experiments In this study, alkanol and water were regarded as components and 2, respectively The volume ratio of alkanol and water before mixing was 1:1 (the volumes of respective components are 5.00, 4.00, 3.00, and 2.00 mL), and the volumes of alkanol–water mixtures were calculated at 25°C and atm from densities or excess molar volumes with the aid of our theory 3.3 Data Sources The densities at 25 °C and atm were cited from references (Benson & Kiyohara, 1980; Pang, Seng, Teng, & Ibrahim, 2007) and molar mass of respective components were calculated from atomic weights of atoms that compose the respective molecules These values are listed in Table The excess molar volumes of methanol–, ethanol–, and 1-propanol–water mixtures at 25 °C and atm were cited from Benson and Kiyohara’s (1980) values, and the densities of 1-propanol and 2-propanol–water mixtures at 25 °C and atm were taken from Pang et al.’s (2007) values, and converted to the excess molar volumes using Eq 16 The excess molar volumes were fit to Eq 17 with five parameters using least square methods, and the obtained values were listed in Table 342 T Nakagawa Table Fitting parameters Ak (k = 0–5) in Eq 17 Ak/mL·mol−1 k=0 k=1 k=2 k=3 k=4 k=5 s* Methanol – watera Ethanol – watera 1-Propanol – watera 1-Propanol – waterb 2-Propanol – waterb −4.0172 0.12692 0.10085 0.036458 0.50590 −1.1516 1.6e-03 −4.2474 0.78290 −2.2644 2.6064 2.0445 −3.7288 7.7e-03 −2.6093 0.57008 −0.81009 0.71260 −1.8603 0.92642 1.0e-02 −2.5145 0.41550 0.44148 3.6173 −4.1330 −3.1553 1.4e-02 −3.6559 1.1178 −1.8580 3.6062 −0.90204 −2.6776 2.1e-02 *Standard deviation obtained from Benson and Kiyohara’s (1980) excess molar volumes b obtained from Pang et al.’s (2007) densities a For all systems, the fitting parameters A0 are negative, and therefore the systems investigated have negative excess molar volumes This implies that volume decrease occurs in forming aqueous alkanol solutions Standard deviations are comparatively small, and our regression analysis is reasonable 3.4 Example of Calculating Volume of Ethanol–Water Mixture We introduce the example for calculating a volume of aqueous ethanol solution, which is composed of 3.00 mL of ethanol (component 1) and 3.00 mL of water (component 2) at 25 °C and atm Using the physicochemical data in Table and Eq 18, the amounts of substance of ethanol n1 and water n2 are n1 = V1 d1 (3.00 mL)·(0.78496 g·mL−1 ) = = 0.0511174··· mol M1 46.068 g·mol −1 n2 = V2 d2 (3.00 mL)·(0.99705 g·mL−1 ) = = 0.166036··· mol M2 18.015 g·mol −1 Hence, n and x1 are calculated using Eqs 19 and 20: n = n1 + n2 = 0.0511174··· mol +0.166036··· mol = 0.217153··· mol x1 = n1 0.0511174··· mol = = 0.235398··· n 0.217153··· mol Using Eq 17 and Table 2, VmE at x1 = 0.235398··· is as follows: 343 Microscale Experiment on Decreases in Volume… VmE = (0.235398···)·(1 − 0.235398···) ·[ −4.2474 + 0.78290·(2·0.235398···−1) − 2.2644·(2·0.235398···−1)2 +2.6064·(2·0.235398···−1)3 + 2.0445·(2·0.235398···−1)4 −3.7288·(2·0.235398···−1)5 ] mL·mol −1 = −0.965990··· mL·mol −1 With the aid of Eq 13, VE is V E = nVmE = (0.217153··· mol)·(−0.965990··· mL·mol −1 ) = −0.209767··· mL Thus, using Eq 7, V is determined as, V = V1 + V2 + V E = 3.00 mL + 3.00 mL + (−0.2097··· mL) = 5.7903··· mL Taking the significant figure of V into account, we obtain V = 5.79 mL For other aqueous alkanol solutions, their volumes are estimated in the same manner Results and Discussion The volumes of alkanol-water mixtures are summarized in Table In microscale experiments, the observed volumes of alkanol-water mixtures are smaller than the total ones of alkanol and water, even if the volumes of respective components are 2.00 mL Table Observed and calculated volumes of alkanol–water mixtures V/mL (V1 + V2)/mL 10.00 8.00c 6.00 4.00 Observed or calculated Observed Calculated Calculated Observed Calculated Observed Calculated Methanol – water – 9.66 7.73 5.77 ± 0.01 5.79 3.85 ± 0.01 3.86 Ethanol – water 9.64 ± 0.01a 9.65 7.72 5.77 ± 0.01 5.79 3.84 ± 0.01 3.86 1-Propanol – waterb – 9.80 7.84 5.87 ± 0.01 5.88 3.91 ± 0.01 3.92 2-Propanol – water – 9.69 7.76 5.79 ± 0.01 5.82 3.85 ± 0.01 3.88 V volume of alkanol-water mixture after mixing, V1 volume of alkanol before mixing, V2 volume of water before mixing In this study, V1 = V2 a Previous result (Nakagawa, 2007) b The calculated volumes of 1-propanol-water mixtures from both references (Benson & Kiyohara, 1980; Pang et al., 2007) were identical to three digits c Mixing each alkanol with water was not observed at V1 = V2 = 4.00 mL 344 T Nakagawa Although the volumes of methanol–, ethanol–, and 2-propanol–water mixtures are almost the same [~5.8 mL in (3.00 + 3.00) mL mixture], they are smaller than that of the 1-propanol–water mixture [~5.9 mL in (3.00 + 3.00) mL mixture] This is why there is the difference in intermolecular interactions In alkanol–water mixtures, methanol, ethanol, 1-propanol, and 2-propanol molecules are all self-aggregated because of the hydrophobic interactions between methyl, ethyl, 1-propyl, and 2-propyl groups, respectively, and water molecules are also self-aggregated because of the hydrogen bonds between hydroxyl groups Among these alkyl groups, 1-propyl group is the longest and the hydrophobic interaction increases with the length of the alkyl group Hence, 1-propanol molecules are most strongly self-aggregated and this effect also strengthens the self-aggregation of water molecules Consequently, the homomolecular interactions between 1-propanols and between waters are more dominant than hetero-molecular interactions between 1-propanol and water in the water rich region (The mixture of V1 = V2 = 3.00 mL corresponds x2 = 0.806) and the dominant homo-molecular interactions must weaken the decrease of volumes of aqueous solutions Previous papers on the structure of aqueous solutions using the Kirkwood and Buff (1951) theory have reported that the clusters of alkanol and water are formed in solution and that the clustering in the 1-proanol–water mixture is most remarkable in the four alkanol-water mixtures (Matteoli & Lepori, 1984; Nakagawa, 2002, 2006; Shulgin & Ruckenstein, 1999) This explanation supports our theory In chemical demonstrations or ordinary scale experiments, 50 mL of alkanol and 50 mL of water have been used Hence in this study the volumes of alkanols and water are drastically reduced from 50 mL to 2.00 mL (i.e., 1/25), and obviously our method is more cost-effective and environmently friendly than the traditional one In our calculation, the estimated volumes of alkanol-water mixtures from densities or excess molar volumes are also smaller than the total ones of alkanol and water The derivative process is easy for high school or university students because no difficult and complicated mathematics is used in our calculations In Table 3, the observed values from microscale experiments are in good agreement with the calculated ones, which suggests that our methods are reasonable Judging from both our experimental and theoretical results, we find that our methods are useful and informative as teaching materials for high school science and university chemistry classes We have already demonstrated the procedure of estimating partial molar volumes of binary liquid mixtures (Nakagawa, 2000) Hence, in the future we will develop teaching materials on the partial molar volumes by combining our present results using microscale experiments and theoretical calculations with our previous results Conclusion Microscale experiments on the decrease in volume when forming four alkanolwater mixtures have been carried out and the observed volumes of the resultant mixtures have been obtained Calculated volumes of mixtures have also been Microscale Experiment on Decreases in Volume… 345 obtained from densities or excess molar volumes using the theoretical treatment that we have derived Both are in good agreement The volumes of alkanols and water are drastically reduced to ca 1/25 using microscale experiments in comparison with traditional ones Moreover, the theoretical calculations are also easy for high school and university students The validity of our methods has been confirmed References Benson, G C., & Kiyohara, O (1980) Thermodynamics of aqueous mixtures of nonelectrolytes I Excess volumes of water–n-alcohol mixtures at several temperatures Journal of Solution Chemistry, 9, 791–804 Brady, J E., & Holum, J R (1993) Chemistry New York: Wiley Carmichael, A (2010) High school chemistry handbook Bloomington, IN: AuthorHouse Deters, K (2008) Kendall/Hunt chemistry: Discovering chemistry you need to know Dubuque, IA: Kendall/Hunt Inoguchi, H., Kinoshita, M., Nakamura, N., Miyamoto, T., Ohno, K., Murata, S., Murakami, T., Niida, S., Watanabe, N., Yamamoto, K., Saito, K., Utagawa, A., & Yoshimoto, C (2010a) Chemistry II Tokyo: Jikkyoshuppan (in Japanese) Inoguchi, H., Kinoshita, M., Nakamura, N., Miyamoto, T., Ohno, K., Murata, S., Murakami, T., Niida, S., Watanabe, N., Yamamoto, K., Saito, K., Utagawa, A., & Yoshimoto, C (2010b) Primary chemistry Tokyo: Jikkyoshuppan (in Japanese) Kirkwood, J G., & Buff, P F (1951) The statistical mechanical theory of solutions I Journal of Chemical Physics, 19, 774–777 Matteoli, E., & Lepori, L (1984) Solute-solute interactions in water II An analysis through the Kirkwood-Buff integrals for 14 organic solutes Journal of Chemical Physics, 80, 2856–2863 Nakagawa, T (1998) Concentration units on the table Education in Chemistry, 35, 108–109 Nakagawa, T (2000) Determination of partial molar volumes for binary solutions via excess molar volumes Journal of Science Education in Japan, 24, 179–186 Nakagawa, T (2002) Structure of 1-propanol aqueous solution through Kirkwood-Buff integrals and fluctuations Nippon Kagaku Kaishi (Journal of the Chemical Society of Japan, Chemistry and Industrial Chemistry), 3, 301–307 (in Japanese) Nakagawa, T (2003) Specific properties of water and ethanol Rika no Kyoiku (Science Education in Japan), 52, 116–117 (in Japanese) Nakagawa, T (2006) Structure of alkanol (methanol, ethanol, 1-propanol, and 2-propanol) aqueous solutions through Kirkwood-Buff integrals and their related parameters Science Reports of Faculty of Education, Gunma University, 54, 105–118 Nakagawa, T (2007) Microscale experiment on mixing liquids: Decreasing volume with mixing ethanol and water Rika no Kyoiku (Science Education in Japan), 56, 566–569 (in Japanese) Nakagawa, T (2010) Basic chemistry Kyoto: Kagakudojin (in Japanese) Nomura, Y., Tatsumi, T., Naito, S., Tomoda, S., Honma, Y., Shoji, N., Matsushita, N., & Yatabe, T (2007) Chemistry II Tokyo: Sukenshuppan (in Japanese) Pang, F.-M., Seng, C.-E., Teng, T.-T., & Ibrahim, M H (2007) Densities and viscosities of aqueous solutions of 1-propanol and 2-propanol at temperatures from 293.15 K to 333.15 K Journal of Molecular Liquids, 136, 71–78 Petruševski, V M., & Najdoski, M Z (2001) Volume nonadditivity of liquid mixtures: Modification to classical demonstrations Chemical Educator, 6, 161–163 Redlich, O., & Kister, A T (1948) Algebraic representation of thermodynamic properties and the classification of solution Industrial and Engineering Chemistry, 40, 345–348 Shakhashiri, B Z (1989) Chemical demonstrations: A handbook for teachers of chemistry (Vol 3, pp 225–228) Madison, WI: The University of Wisconsin Press 346 T Nakagawa Shulgin, I., & Ruckenstein, E (1999) Kirkwood-Buff integrals in aqueous alcohol systems: Comparison between thermodynamic calculations and X-ray scattering experiments Journal of Physical Chemistry B, 103, 2496–2503 Summerlin, L R., Borgford, C L., & Ealy, J B (1987) Chemical demonstrations: A sourcebook for teachers (Vol 2, p 15) Washington, DC: American Chemical Society Umezawa, Y., Shinmyozu, T., Watanabe, I., Nakagome, S., & Amemiya, T (2007) Detailed chemistry II Tokyo: Sukenshuppan (in Japanese) Index A Absorption mechanism, 298–299 Absorption spectra, 52, 53 Academic achievement, 122, 126, 128 Acetyl CoA, 151 Acids, 171–180 Acids/bases, 106–107, 171–180 Active learning, 121, 122 Active MnO2 integrated with anionic surfactants, 280–282 Active participation, 36, 39, 46 Alcoholic fermentation, 135, 136, 142 Alginate, 139–141, 143 Alignment, 157–168 Alkanol-water mixtures, 337, 343, 344 Alternative concepts, 54, 55 Ammonium chloride (DTMACl), 290 Anabolism, 152 Aqueous reaction media, 279 Arrhenius equation, 139 ARS See Audience response system (ARS) Articulate, 222 Audience response system (ARS), 267 Avatar, 19–23 B Basic education curriculum (BEC), 257 Beliefs, 73–78, 80–82 about classroom organization, 75–77, 80 about teaching objectives, 75–77, 80 Benzyl benzoate, 286–290 Best-performing education systems, 94 Boyle-Charles’s law, 295 Brainstorming, 240 Bromination of benzene, 282–285 C CA See Cognitive apprenticeship (CA) CAI See Computer-aided instructions (CAI) Calibration, 331, 332 Calorimeter, 331, 332 Carbohydrates, 149, 151, 152 Carbon dioxide (CO2), 294, 297–301 Catabolism, 147, 152 Catalysis, 131–143 Catalysts, 279, 286 Cationic surfactant, 282–290 Cellophane, 51–54, 56 Cell potential, 121–128 Centre, 73, 76, 78, 80 Chemical concept and phenomena, 61 Chemical concepts, 59–67 Chemical education, 49 Chemical equilibrium, 171–180, 223 Chemical problem solving, 237–239 Chemical problem-solving competence (CPSC), 236 Chemistry, 157–168 anxiety (chemophobia), 27 competence, 211–218 course for students majoring in nonscience, 109 evaluation anxiety, 29–31 exploration process, 240 laboratory, 221–230 learning competencies, 261 learning experience, 267–274 practicum classes, 312 pre-service teachers, 73–83 teachers, 85–95 China, 157–168 Class organization, 238 M.-H Chiu et al (eds.), Chemistry Education and Sustainability in the Global Age, DOI 10.1007/978-94-007-4860-6, © Springer Science+Business Media Dordrecht 2013 347 348 Classroom interactions, 35–37, 47 Clear-box, 309 CO2 See Carbon dioxide (CO2) Coaching, 222, 223 Coefficient of variation (CV), 316 Cognitive apprenticeship (CA), 221–230 Cognitive apprenticeship learning environment, 224, 225 Cognitive theory, 260 Collaboration skills, 124 College and University Classroom Environment Inventory (CUCEI), 198, 200, 201, 204, 206 Color formation of matter, 50 Comenius programme, Communication, 37, 45 Computer-aided instructions (CAI), 257–264 attitude questionnaire, 261, 262 implementation, 262 Computer-based learning, 115–118 Computer-mediated communication, 186 Concept-learning procedure, 239 Concepts, 145, 146 Conceptual change, 50 Conductance meter, 303–310 Conductimetric titrations, 308 Conductivity apparatus, 303 Constructivism, 122 Constructivist, 77, 80 Contemporary scientific areas, 85–95 Content review, 187, 190 Continuous assessment, 31 Control strategies, 222, 224 Copyrights, 10 CPSC See Chemical problem-solving competence (CPSC) Creation, 61 CUCEI See College and University Classroom Environment Inventory (CUCEI) Cultivate students, 239–240 Curriculum standards, 164–167 CV See Coefficient of variation (CV) Cyclic predict-observe-explain, 49 D DASTT-C See Draw-A-Science-Teacher Test Checklist (DASTT-C) Data collection and analysis, 89–91 DDDMABr, 287, 288 Deionized-distilled water (DIW), 297 Index Derived chemistry anxiety rating scale (DCARS), 29, 32 Detection of esters by the hydroxamic acid method, 289–290 Diffusion phenomena, 140 Discovery learning, 56 Discriminant validity, 203 Dispersed, 51, 52, 54 Dissociation constant (Ka) of a weak electrolyte, 307 Distillation, 326–329 DIW See Deionized-distilled water (DIW) Dodecyltrimethyl, 283, 290 Domain knowledge, 222, 224 Draw-A-Science-Teacher Test Checklist (DASTT-C), 74 Drawings, 61–64, 66, 67, 239, 240, 242 Dry-run, 261 E E-academy for the future, 19, 23 eCourses platform, 113 Educational research, 186, 191 E-learning platform, 17–19, 22 E-learning platform EduPortal, 18 168 e-learning units, 16 Electricity, 105–106 Electrochemistry, 126–128 Electrolytic conductance, 307 Electronic media, 185–192 Engineering majors, 109–119 Enzymes, 131–143 Epistemological beliefs, 75–78, 80, 81 Equilibrium, 171–180 Erasmus programme, Error analysis, 36, 37, 40, 46 Establish, 4, 6, 9–12 Evaluation, 211–218 Examinations, 157–159 Experiments, 20–23 Exploration, 222–224 Extra preparation time is needed, 119 F Fear of chemicals, 28 Fear of chemistry, 28 Feedback on difficulties and misconceptions, 43 Formative assessment, 192 Formative evaluation, 190 Fundamental gas analysis, 294 349 Index G Gas analysis, 293–295, 299, 301 Gaseous mixtures, 293–301 General chemistry laboratory, 306, 308 Global before local skills, 222, 224 Global education, 145 Glucose, 147, 149, 150 Goal-directed sequence, 236 Green awareness, 327 Green chemistry, 131, 133, 135 Group study set-up, 118 Grundtvig programme, H Handling chemicals anxiety, 29 Heat capacity, 331, 332 Heat loss, 331, 332 Helped them study and perform better on exams, 117 Hempel’s method, 294 Heterogeneous catalysis, 132, 133, 140–142 Heuristic strategies, 222, 224 Homogeneous catalysis, 132, 137–139 Hydroxamic acid method, 289–290 I Images, 59–67 Imagination, 59 Immobilized enzymes, 133, 140 In-class IRS test, 270–273 Increasing complexity, 222, 225 Increasing diversity, 222, 224 Index of alignment, 160, 163 Individualization, 200, 202–205 Industrial biotechnology, 131, 133, 142 Innovation, 199–207 Instant response system (IRS), 267–274 Instructional strategies, 226, 228, 229 Interactive analysis of errors, 43 Interactive board, 23 Interactive technology, 267, 268, 274 International policy, 85 Interviewed, 50 Involvement, 199–204, 206, 207 Iodine clock reaction, 321 Ionic mobility, 307 IRS See Instant response system (IRS) J Junior secondary school, 158, 159 K KBr See Potassium bromide (KBr) KBrO3 See Potassium bromate (KBrO3) Kinetic order, 322–324, 326 Knowledge, 59, 60, 63 L Language mastery, 37, 42, 43 Learning chemistry anxiety, 29–33 Learning logs, 185–192 Learning strategies, 222, 224 Le Chatelier’s principle, 125–127 Lecturers’ survey, 91 Leonardo da Vinci programme, Lesson model, 59–67 Life-long learning, 123, 124 Likert scale, 315 Lipids, 148, 149, 151, 152 Liquid mixture, 335, 336, 338–340 Literature value, 328, 329, 333 Low-cost, 303–310 M Macroscopic, 27 Magnetic beads, 131 Make the expectations clear, 118 Malaysian primary schools, 97–108 Malaysian Ringgit (MYR), 316 Mastering, 239, 240, 242 Mental models, 73–82 Metabolism, 146–148, 151, 152 Michaelis-Menten equation, 138, 141 Microscale, 335–345 approach, 104, 107, 315, 316, 319 chemistry, 304 experiments, 279–290, 303–319, 335–345 Microscience, 99 Microscience approach, 104 Microtitration set-up, 314 Microwell plates, 304 Mind maps application, 235–244 Modeling, 222, 224, 228 Motivation component, 93 MYR See Malaysian Ringgit (MYR) N National Research Council (NRC), 85, 86 National science concept learning study, 171, 174 Network learning, 239 350 New structure of the education system in Poland, 15 Nonadditivity of volume, 336 Non-experimental quantitative study, 200 NRC See National Research Council (NRC) O Online text format, 189 Organic synthesis, 89 Orsat analysis, 294 Orsat gas analyzer, 293, 294, 300, 301 Oxygen analysis, 299–300 P Parafilm, 296 Pathways, 147, 150, 152 PBL See Problem-based learning (PBL) Pedagogical content knowledge (PCK), 86, 88, 91, 93, 94 Pedagogical knowledge, 86, 91 Perceptions of the tertiary chemistry learning environment, 198, 199, 201–207 Personalization, 199, 201, 202, 204–207 Physical chemistry, 30 Post-test performance, 258, 261, 262 Potassium bromate (KBrO3), 283, 285 Potassium bromide (KBr), 283, 285 PPISMP program, 312, 314, 319 Practical science activities, 97–108 Pre-class chemistry proficiency test scores, 268, 270–272 Preparatory programme, 122 Pre-post knowledge test, 89, 92 Pre-service science teachers, 75, 77–80 Pre-service teachers, 73–82, 311–319 Pressure gauge, 294–296, 300 Pre-test performance, 258, 261, 262 Primary science practical work, 98 Primary science syllabus, 101–103 Problem-based learning (PBL), 121–128 Problem solving abilities, 122 Problem-solving process, 236, 237, 241 Process oriented guided inquiry learning (POGIL), 113–115, 118 Project beneficiaries, Project e-academy for the future, 17, 23 Promote teaching transformation, 238–239 Proteins, 151, 152 Index Q Qualitative analysis, 189, 190 Qualitative data analysis, 90 Question & answer sessions, 192 R Real-world problems, 125 Reasoning abilities, 49–56 Reasoning equations, 54, 56 Recycled, 327, 329 Reflective process, 186 Relationships between concepts and language, 44–46 Relative standard deviation (RSD), 313, 316 Research and Development in Mathematics, Science and Technology Education (RADMASTE), 99 S Saponification of benzyl benzoate, 286–289 Satisfaction, 199–203, 205, 207 SATL See Systemic approach in teaching and learning (SATL) Scaffolding, 222–224, 228 Scaffolding and then fading, 222, 224 School-based activities, 87 School level micro-scale chemistry experiments, 321 Science concepts, 54 Science curriculum, 98–99 Science education, 157, 158, 168 Scientific courses, 87, 90 Self-assembly gas analysis, 293, 301 Self-directed learning, 122 Self-explanation sheet, 61, 64, 66 Semi-structured interviews, 90 Sequencing, 222, 224, 225 Sets of many consecutive questions, 44 Seven key competencies, 16 Seventh framework programme, Shake-down technique, 321, 323, 324 Short questions demanding written answers, 36 Situated learning, 221–230 SLA sessions, 187, 190 Small-scale chemistry, 304 Small scale experiments, 336 Small, self-managed groups, 116 Smartboards, 23 Software mind manager, 235, 239, 240 Solving chemistry problems, 235–244 Sources, 171–180 351 Index Special Emphasis on Imagination Leading to Creation (SEIC), 59–67 Spectroscopy, 88 Standard enthalpy of combustion, 331, 333 Standardized exams, 162 STEM disciplines, 273 Student cohesiveness, 199–205, 207 Student perceptions and performance, 267–274 Student performance assessment scores, 271 Student reflection, 187, 190 Students’ academic performance, 260 Students’ active engagement, 37, 39 Students’ competence, 235–244 Students’ learning, 269, 270 Study habits, 192 Summary information, 190 Surface-active agent, 60, 61, 64 Sustainable development, 131, 135 Synthesis of fragrant aldehydes, 280–282 Syringe, 293–301 Syringe-based gas analyzer system, 295 Systemic approach in teaching and learning (SATL), 145–152 Systemic diagram, 146–152 T Taiwan, 211–218 Task orientation, 199–207 TBDMACl, 287, 288 Teacher-centered lecture, 125 Teacher-centred, 75, 77, 80 Teacher development, 186 Teacher education program, 82 Teachers background, 100 Teachers’ professional development, 226 Teachers response, 103–104 Teaching and learning, 28, 32 Teaching and learning of science, 74 Teaching-learning approach, 311 Teaching skills, 238 Teamwork and collaborative learning, 115–116 Technology, 109, 112, 113, 116 Technology college, 211–218 Technology college students, 212, 215–217 Teh, K.-L., 121 Tetradecyltrimethylammoniumbromide (TTABr), 283 Thinking skill, 49 Third International Mathematics and Science Study (TIMSS), 257 Three-step model, 97–95 Titration curve, 308, 309 TTABr See Tetradecyltrimethylammoniumbromide (TTABr) T-test, 242, 264, 273 Tuning, 4, 9–12 Tunku Abdul Rahman College (TARC), Malaysia, 28 Tutor, 87, 89–91 Two-tier diagnostic instrument, 173–174, 180 U Urea, 134–138, 142 Urease, 131, 134–143 V Variation of conductance with concentration, 307 Visualisation in chemistry, 41, 43 Visual literacy, 45, 46 Volumetric analysis, 311–319 W Weizmann Institute of Science, 88–92 8-Well reaction strips, 322, 323, 326 Whole brain learning, 239 Writing, 36–38, 43, 46 Writing chemistry to learn chemistry, 43 Y Yakob, N., 121 Year, 110 Years 2010-2013, 16 Yeast, 131, 134, 142, 143 .. .Chemistry Education and Sustainability in the Global Age Mei-Hung Chiu • Hsiao-Lin Tuan • Hsin-Kai Wu Jing-Wen Lin • Chin-Cheng Chou Editors Chemistry Education and Sustainability in the Global. .. with increasing the quality of chemistry learning and teaching, promoting public understanding of chemistry, highlighting sustainability issues for our global community, and implementing innovative... complex and farreaching than those we have faced before if we not pay attention to them now Therefore, the main theme of the conference, Chemistry Education and Sustainability in the Global Age, ”