About this paper

Appears in:
Pages: 2353-2360
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain

WHY WE DO NOT SIMPLY FORGET ABOUT TEACHING CHEMISTRY IS STUDENTS PERCEPTION SYSTEMATICALLY SAYS THAT IT IS TEDIOUS, BORING AND MONOTONOUS? IS THERE ANY OTHER WAY?

L. Jiménez-Esteller, D. Boer

Universitat Rovira i Virgili (SPAIN)
When the word “chemistry” comes to our minds, automatically we make negative associations, as pollution, additives, wastes or toxicity. We believe that this vision is outdated in modern societies, as the benefits of the chemistry surpass the potential risks that entails. Besides, some scientific disciplines (pharmaceutical, medical, food technology…) have a high social prestige, and it is clear that chemist hasn’t succeeded communicating most of the chemistry-based advantages to the society. Chemistry is not a boring discipline reserved for a few researchers dressed in white coat, that work in laboratories isolated from the rest of society and with a distorted view of the reality. Chemistry can be displayed in an enjoyable and good-humoured way, and it can transmit positive aspects.
Through short-videos (5 videos of 7-8 minutes each), we contribute to eradicate the “chemofobia” that affects great part of the society. The targets of these videos are students from high school or vocational education and training. The tone of the videos is funny to connect with this adolescent public. Also, the format is agile to favor dynamism. We try to promote a positive view of chemistry and to explain how chemistry facilitates our daily-day life.
The structure of each video is:
• Start with an initial anecdote that stimulates curiosity with a clear link with daily life aspects (boiling eggs, ice-formation, and preparation of sauces…).
o Why some frying pan adhere and other don’t?
o Even if water and olive oil can not be mixed, how we prepare mayonnaise?
• Then, when curiosity is up and doing, we develop a short story with scientific aspects embedded that shows how chemistry contributes to the welfare and how it helps to solve problems.
o Fried pans are covered with Teflon, a non-toxic and highly resistant material.
o To mix water and olive oil, we need a third component that has their characteristics at the same time: polar and non-polar.
• End with the technical explanation of the enigma. A short guide is included in the DVD in order to help the teachers, and promote open-questions that favour critical discussion.
The objective of the videos is to provide an interesting, motivating and attractive tool to promote the curiosity, and then, provide technical knowledge to clarify concepts that, in most occasions, are known superficially.
Wolfram, the protagonist, is eccentric and untrustworthy:
1. The hard-boiled egg of the Everest -I-. Wolfram want to impress a young lady with a salad decorated with a hard-boiled egg.
2. The hard-boiled egg of the Everest -II-. Wolfram is trying to boil the egg in the conditions of the Everest an in the conditions of the sea bed.
3. Coolbito. To improve his popularity Wolfram decides to organize a party with tequila, lemon and salt. He decides to prepare salty ice cubes.
4. Sauces. Wolfram decides to prepare mayonnaise, with egg and oil (unreconciled components).
5. The burnt omelet. Wolfram has a terrible sore throat, which will prevent him from a success in the karaoke. He decided to call a nurse.

Acknowledgements:
The authors gratefully acknowledge the financial support of the projects CCT003-05-00262 and CCT005-07-00175 (Ministerio de Educación y Ciencia) and 2008-ACDC-00097 (Generalitat de Catalunya).
@InProceedings{JIMENEZESTELLER2009WHY,
author = {Jim{\'{e}}nez-Esteller, L. and Boer, D.},
title = {WHY WE DO NOT SIMPLY FORGET ABOUT TEACHING CHEMISTRY IS STUDENTS PERCEPTION SYSTEMATICALLY SAYS THAT IT IS TEDIOUS, BORING AND MONOTONOUS? IS THERE ANY OTHER WAY?},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {2353-2360}}
TY - CONF
AU - L. Jiménez-Esteller AU - D. Boer
TI - WHY WE DO NOT SIMPLY FORGET ABOUT TEACHING CHEMISTRY IS STUDENTS PERCEPTION SYSTEMATICALLY SAYS THAT IT IS TEDIOUS, BORING AND MONOTONOUS? IS THERE ANY OTHER WAY?
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 2353
EP - 2360
ER -
L. Jiménez-Esteller, D. Boer (2009) WHY WE DO NOT SIMPLY FORGET ABOUT TEACHING CHEMISTRY IS STUDENTS PERCEPTION SYSTEMATICALLY SAYS THAT IT IS TEDIOUS, BORING AND MONOTONOUS? IS THERE ANY OTHER WAY?, ICERI2009 Proceedings, pp. 2353-2360.
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