The Ethical and Social Dimensions of Chemistry: Reflections, Considerations, and Clarifications

Mehlich, Jan; Moser, F.; Tiggelen, Brigitte Van; Campanella, Luigí; Hopf, Henning

doi:10.1002/chem.201605259

Cited by 24 publications

(18 citation statements)

References 33 publications

(23 reference statements)

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“…Students are divided into groups of 3–5 students; each group choses an element to study among protactinium, promethium, technetium, rhenium, astatine, hafnium, and francium. The presentation of the history of the discovery of the element by each group opens up to further discussions with other students about ethical, educational, and historical issues. ,, In preparing their collective work, students follow a scheme taking into account a list of questions as reported in the Supporting Information ( Guided questions for the collective activity ).…”

Section: Course “History Of Chemistry and Basics Of Chemical Educatio...mentioning

confidence: 99%

A Course of History of Chemistry and Chemical Education Completely Delivered in Distance Education Mode during Epidemic COVID-19

Domenici

2020

J. Chem. Educ.

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The pandemic COVID-19 has brought the closure of schools of all levels and all universities in Italy, since early March 2020 up to the end of the teaching period (first half of June 2020). However, almost all universities guaranteed the continuity of educational and professional courses by using several distance education modalities. The purpose of this communication is to describe how a course of History of Chemistry and Basics of Chemical Education for first-year undergraduate students was reorganized and delivered during the COVID-19 emergency and to share several considerations that might be useful for the future. Positive and negative aspects emerged during this distance education experience are finally reported.

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Section: Course “History Of Chemistry and Basics Of Chemical Educatio...mentioning

confidence: 99%

A Course of History of Chemistry and Chemical Education Completely Delivered in Distance Education Mode during Epidemic COVID-19

Domenici

2020

J. Chem. Educ.

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“…Significant efforts in building up innovative exhibits related to chemistry, such as interactive laboratories to explore D.N.A. or the energy associated to chemical reactions, and digital tools to approach the history of chemistry in very interactive ways, have been reported [27,32,49,54] Moreover, the cultural and social roles of museums of chemistry, as well as the historical chemical landmarks [46], are connected with their potentialities as neutral contexts to stimulate critical discussions around chemical issues with relevant ethical, economic and social implications [33,36,55].…”

Section: The Role Of Science Museums In Chemical Educationmentioning

confidence: 99%

“…Among non-formal environments, science museums [21,22], and, in particular, museums of chemistry, collections of chemical instruments and historical scientific collections demonstrated to influence positively the learning of chemical concepts, to enhance the engagement of different publics into chemistry and to motivate high school students in continuing their studies in science and in chemistry [23][24][25][26][27][28][29][30][31][32]. Chemistry is recognized from the scientific community as a 'central science', since it connects different disciplines such as biology and medicine, nanoscience and material science [33], however, the general public perception of chemistry is not always positive and the general attitude of students toward chemistry is very much influenced by their experiences at school [34][35][36]. The evidence of a connection between the formal and traditional teaching of chemistry and the perception of chemistry as 'abstract', 'difficult' and 'far from everyday life' [35,36] is one of the reasons of a rethinking of the chemistry teaching.…”

Section: Introductionmentioning

confidence: 99%

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Domenici

2022

Education Sciences

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Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

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“…Ultimately, science is a human activity, and the course of science is dictated only in part by the realities of nature and the scientific motivations provided by on‐going research. The social construction of knowledge [112–115] demands the recognition that the scientists themselves as human beings along with the community at large, research funding, resource allocation, world events, and so forth must be recognized for their roles in the development of science.…”

Section: The Robinson–robinson Relationshipmentioning

confidence: 99%

The Relationship of William Henry Perkin, Jr. and Sir Robert Robinson: Teacher and Student, then Student and Teacher

Seeman

2020

Chemistry A European J

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William Henry Perkin, Jr. FRS, the son of the inventor of mauve and other commercial dyes and credited for initiating the industrialization of chemistry, was himself a notable chemist. He was the Professor of Organic Chemistry at Manchester from 1892–1912 and then was the Waynflete Professor of Chemistry at Oxford and the first Head of the Dyson Perrins Laboratory from 1912–1929. One of Perkin's graduate students and research assistants at Manchester was Robert Robinson, subsequently Sir Robert Robinson, FRS and recipient of the 1947 Nobel Prize in Chemistry. Perkin and Robinson had perhaps the most productive and broad collaboration between a professor and one's student. Together, during and after Robinson's student days, they had 71 joint publications, 25 of which involved just the two of them, 17 of which involved the structure determination of strychnine, and eight of which were published after Perkin's death in 1929. Upon Perkin's early death, Robinson succeeded him as the fourth Waynflete Professor of Chemistry at the Dyson Perrins Laboratory, Oxford University. This Essay will examine the professional relationship of Perkin, Jr. and Robinson as revealed in their joint publications on the structure of strychnine.

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The Ethical and Social Dimensions of Chemistry: Reflections, Considerations, and Clarifications

Cited by 24 publications

References 33 publications

A Course of History of Chemistry and Chemical Education Completely Delivered in Distance Education Mode during Epidemic COVID-19

A Course of History of Chemistry and Chemical Education Completely Delivered in Distance Education Mode during Epidemic COVID-19

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

The Relationship of William Henry Perkin, Jr. and Sir Robert Robinson: Teacher and Student, then Student and Teacher

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