Institute of Chemistry

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Evaluating green and sustainable chemistry education through students’ interventions
(Society of Chemists and Technologists of Macedonia, 2025-05-28)
Nikolovski, Daniel
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This study explores the integration of green and sustainable chemistry into educational curricula and its impact on students' knowledge, motivation, and perceptions. The research aimed to evaluate whether activities centered on green and sustainable chemistry improve students' academic performance and foster awareness of sustainability concepts. Conducted between April and June 2024 in three primary schools in N. Macedonia, the study involved 211 8th grade students, divided into a control group and an experimental group. While the control group followed standard les-sons, the experimental group participated in specific activities integrated into the topic "Introduction to Organic Chemistry." A mixed-methods approach was employed, combining quantitative tools such as the conceptual knowledge test and the activity perception questionnaire, alongside qualitative methods like focus groups and semi-structured inter-views. The conceptual knowledge test assessed students' academic achievements, while the activity perception questionnaire evaluated their perceptions of the activities. The results showed no significant difference in academic performance between the two groups. However, the activity perception questionnaire revealed that students in the experimental group found the activities engaging, valuable, and effective in enhancing their understanding of green and sustainable chemistry concepts. Qualitative data further indicated a preference for interactive learning methods like re-search, games, and experiments, which fostered greater motivation and collaboration among students. This study under-scores the importance of integrating green and sustainable chemistry into curricula to promote environmental awareness and sustainable practices. These findings provide insights into effective teaching strategies and support the inclusion of green and sustainable chemistry in educational policies to equip students for global environmental challenges.
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Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education
(University of Ljubljana, 2024-03-29)
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Petruševski, Vladimir
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Naumoska, Aleksandra
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Tofilovska, Slavica
<jats:p>A game-based approach is widely used to increase students’ motivation through their active participation, whereby research is interwoven with fun and competition is incorporated with cooperation. Working in teams or groups encourages students to exchange their opinions, to try to find solutions together or to win a game. In this way, they learn and improve skills such as collaboration and responsibility. Several activities involving the 5E model as part of inquiry-based science education and an escaperoom as part of game-based learning were used in science classes (chemistry, biology and physics). The activities were designed on three different topics – gases, ecology and electrical circuits – within the project “Diversity in Science towards Social Inclusion – Non-formal Education in Science for Students’ Diversity”. The activities focused on the students’ self-concept towards science, interest in the subject, motivation and careeraspirations in STEM, as well as the effectiveness of the implemented activities. The study aimed to assess the potential advantages of implementing activities in an ethnically diverse environment, benefiting both students and teachers. Pre- and post-questionnaires were designed and distributed to 190 students from various primary and secondary schools in Macedonia. The present paper provides an overview of game-based activities as well as a brief analysis of the pre- and post-questionnaire responses fromstudents, focusing on the topic of ecology.</jats:p>
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Integrating ethics and democratic principles in chemistry education: a case study
(Walter de Gruyter GmbH, 2024-10-09)
<jats:title>Abstract</jats:title> <jats:p>This study presents a novel approach to integrating ethics and core values into chemistry education through the module “Culture of Democracy Through the Didactics of Chemistry.” Developed as part of a broader initiative aimed at educating future teachers for democracy and human rights, this module explores the ethical dimensions of chemical knowledge and its social and environmental impact. Utilizing the Council of Europe’s Reference Framework of Competences for Democratic Culture, it introduces pre-service teachers to concepts such as responsibility, human dignity, and the rule of law. The module involved six pre-service teachers and two schoolteacher-mentors. Key activities included student-led discussions, such as exploring personal responsibility and moral dilemmas in chemistry, exemplified by the Heinz dilemma, and engaging in discourse on the possibility of breaking a law for morally justifiable reasons to comprehend the delicate balance between legal duties and moral responsibilities. Through reflective exercises and collaborative learning, pre-service teachers engage critically with the ethical implications of their future profession. Initial feedback highlights the value of integrating ethical discussions into chemistry education, fostering deeper reflection and a sense of responsibility among pre-service teachers. The study provides a valuable framework for educators integrating ethics into science curricula, fostering responsible chemistry practice aligned with social values.</jats:p>
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A Rising Tide Lifts All Boats? The Model of Differentiation As a Tool for Diversity in Science toward Social Inclusion
(American Chemical Society (ACS), 2024-02-13)
Kieferle, Sarah
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Devetak, Iztok
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Essex, Jane
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Hayes, Sarah
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Approaches for inclusive science teaching currently tend to focus on only one dimension of diversity at a time. This neglects the fact that diversity is multidimensional in nature, and the consideration of only one dimension of diversity can yield inclusive practices with limited scope. Therefore, the goal of the project “Diversity in Science toward Social Inclusion Non-formal Education in Science for Students’ Diversity” (DiSSI) is to promote inclusive teaching practices for dealing with several dimensions of diversity simultaneously for non-formal education. Researchers from Ireland, Germany, the United Kingdom, Slovenia, and North Macedonia are developing a teaching approach that considers the needs of (i) students with a low socioeconomic status, (ii) students of ethnic minorities or with cultural backgrounds that differ from those of the mainstream culture, (iii) students with different linguistic skills, and (iv) gifted students. For this purpose, the Pedagogical Model of Differentiation was developed. In addition, the approaches of inquiry-based learning, context-based learning, game-based learning, and cooperative learning were reviewed in regard to their suitability for inclusive learning settings for non-formal science education. Conclusions were drawn about the mentioned dimensions of diversity. An innovative combination of pedagogical approaches that benefits all learners and thus is truly inclusive is presented. The teaching is inclusive in the sense that it allows for cooperative learning while simultaneously supporting the learning progress of the four differentiated groups of students. Thus, in this paper, the model of differentiation is presented and explained, and a summary of the approaches is discussed, which are applicable for inclusive teaching.
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The wood ash is alkaline
(Faculty of Chemistry of the National Autonomous University of Mexico (UNAM), Ciudad Universitaria, Del. Coyoacán, 04510, México, 2023-01-31)
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A novel lecture experiment is arranged, that could be used as a demonstration of burning wood with chemical identification of the main products of the oxidation. Pieces of standard Chinese chopsticks were burned in pure oxygen. Ways of proving the obtained products are offered. The solid product shows strongly alkaline reaction (pH > 11). For a maximum effect it is advisable to use a flow chamber (Petruševski and Najdoski, 2005). This experiment can be applied to teach processes of oxidation (burning), acids, bases and/or indicators. The experiment is suitable for classroom setting, providing an opportunity for active involvement of students in examining the properties of the resulting products.
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Using the Escape Room game-based approach in chemistry teaching
(Journal of Serbian Chemical Society, Serbian Chemical Society, 2023-03-25)
Naumoska, Aleksandra
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In recent years, the Escape Room approach has been applied in teaching of various content. Aside from being enjoyable, the Escape Room activities actively involve all students in the class and promote their creative, critical and logical thinking, problem solving, communication and cooperation, as well as positive attitude towards the subject. To encourage the engagement and motivation of ninth-grade students, activities were developed regarding the topic of exothermic and endothermic reactions, through the use of Google Forms and Breakout Rooms option in MS Teams. The application of this approach helps students to master the teaching content in a more interesting way, encourages discussion and cooperation among students. 244 9th grade students from five primary schools participated in the research. Apart from encouraging engagement and motivation among students, one of the objectives of the research was to examine their opinions regarding the implemented Escape Room activities. For this purpose, the motivation of students towards Science Learning (SMTSL) and Activity Perception Questionnaire (APQ-ER) instruments were implemented. The research results, positive atmosphere during the classes, and high students’ satisfaction after completing the activities indicate numerous benefits of the implementation of the Escape Room approach in chemistry teaching.

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