Do modern Russian schools provide education or training?

The concepts of “education” and “training” are sometimes considered synonymous. However, it is not true, as education is a result of training always requiring systematization of the acquired knowledge. Students of non-chemical schools have not been receiving education in chemistry in the course of training in chemistry for a long time already. The reason is poorly thought-out reforms of the educational system taking place for the last 10–15 years. The lack of sufficient chemistry education prevents students from mastering chemistry in higher educational institutions. The situation is aggravated by the transition of higher educational institutions to a two-step “bachelor-master” system.     

Analytical chemistry teaching in the USSR

The paper reviews the state of analytical chemistry teaching at Soviet higher educational establishments, discussing specifics of teaching techniques at various schools of higher learning, viz. universities and technological and non-chemical institutes. It describes the curricula and methods of continuous assessment. Particular attention is paid to the subject matter of courses in analytical chemistry and its future improvement, with special focus on problems related to training specialists in analytical chemistry at universities and other institutions of higher education. The paper also deals with facilities and opportunities offered for research projects, and finally touches on the problem of text books.     

Modern analytical chemistry education in Europe at university level

Stimulated by the rapid growth of analytical chemistry in research and development, a discussion on the past, present and future role of analytical chemistry as part of the chemistry curricula at European universities is presented in this article. The present status of analytical chemistry curricula is described, based on a recent investigation of the Working Party on Analytical Chemistry (WPAC) of the Federation of European Chemical Societies (FECS) at 229 European universities. The evaluation of the questionnaires has been done for all institutions together, as well as for the 119 institutions with a separate chair or department of analytical chemistry and the 110 institutions without such a separate chair. The distribution of teaching hours between the classical and modern fields is generally significantly better and more flexible to new developments (like chemometrics, environmental and material sciences) at institutions with an own chair of analytical chemistry. This survey is also a key to earlier reviews on education in analytical chemistry stimulated and published by WPAC-members.     

新工科背景下分析化学中质量保证和质量控制的教学改革探究*

通过对目前分析化学教学中存在问题的分析,探究了新工科背景下分析化学专业中关于质量保证和质量控制方面的教学改革,提出了增设“分析化学中的质量保证和质量控制”或者类似的课程的建议,指出分析化学的教学应该围绕整个分析过程展开,并将分析化学中的质量保证和质量控制知识融入分析全过程中,注重理论课程与实践课程相互结合的同时更加强调应用性,增强学生的实践能力和分析问题、解决问题的能力。此外,分析化学教学重在“分析”,要与分析实验室/检测机构保持紧密联系,应建立以市场为导向、以技术为核心的教学活动,从而实现为社会不断培养与时俱进的分析人才的教育目标。     

What Kind of Professional Training of Analytical Chemists is Required in Classical Universities?

The aims, curricula, and types of professional training of analytical chemists in classical universities are considered. Based on the data of a questionnaire filled at by the members of of analytical chemistry departments, an optimum set of special courses was proposed for the specialty analytical chemistry. An alternative set of special courses corresponding to the applied approach to training analytical chemists is sometimes taught to students of new specialties. A compromise between the two approaches is the introduction of additional educational programs.     

融入统筹理念的分析化学实验教学

基于一流创新人才培养的要求和分析化学实验课程的特点,介绍了如何在分析化学实验教学中融入统筹学理念,旨在培养学生的统筹能力,拓展化学实验课程的育人功能,实现知识技能传授和综合能力培养并重的教学目的,将创新人才培养的教学理念落到实处。     

Problems of higher and secondary school interaction

Conventional methods and techniques of effective interaction between higher and secondary school have been analyzed. This effective interaction has developed successfully until present and has ensured teaching continuity from school to university. It has been shown that introduction of the External Independent Evaluation (EIE) in 2007 led to revolutionary-evolutionary losses of the connection between secondary and higher school. Therefore, a possibility to teach high quality professionals capable of solving non-standard problems and accumulating new ideas has deteriorated significantly. Ways to restore the relationship between higher and secondary school have been proposed in order to save the high scientific potential of the country. These options included introduction of a general chemistry course in higher educational institutions, preservation of chemistry as a natural science subject in secondary schools, and renewal of universities’ work with applicants based on their positive experience in the past.     

Graduate studies in analytical chemistry

Summary The system of graduate studies in the Czech Republic is at present subject to thorough structural changes with the aim to achieve an internationally recognized standard level. Programs of studies including advanced courses, seminars and the production of a thesis are worked out individually for each student and approved by the Council for Graduate Studies in Analytical Chemistry. Advisors are selected from the best senior members of faculty. To assure good quality of graduate studies, cooperation between the Departments of Analytical Chemistry at different universities is necessary, as well as coordination of the educational efforts between the departments of analytical, physical, inorganic and organic chemistry. Specific problems are addressed, such as the place of graduate studies in the system of research activities, the exchange of graduate students between various institutions to provide experience with unique instrumentation and the incorporation of graduate studies in the lifelong system of education in analytical chemistry.     

On the Teaching of Analytical Chemistry at the Chemistry Department of Saratov State University

Some problems of the teaching of third-year analytical chemistry at Saratov State University are discussed. It is shown that teaching the course after studying organic and physical chemistry, mathematics, physics, mathematical statistics, and software programming makes it possible to exclude ancillary topics from other disciplines and to form a higher level course.     

Introducing Field Environmental–Analytical Chemistry in the Quantitative Analysis Laboratory

Advances in instrumentation and technology now provide the ability to perform many quantitative determinations in the field. Additionally, the potential for sample degradation and analyte decomposition make it necessary to determine certain analytes (e.g., dissolved oxygen) in the field when conducting environmental analyses. Unfortunately, field environmental—analytical chemistry is not a substantial portion of the analytical chemistry curriculum at many institutions. Students in lower-level analytical chemistry courses are often non-chemistry science majors, particularly at institutions with small chemistry departments. We report here on an experiment in which field environmental-analytical chemistry is introduced in the quantitative analysis laboratory. In the context of a water quality assessment of a local river, students determine temperature, pH, ORP, nitrate nitrogen, and ammonia nitrogen at several points in the river. The experimental objective is to determine the potential effects local agricultural practices and treated wastewater discharge may be having on the water composition. The pedagogical objective is to expose these students to the difficulties involved in making analytical determinations in unfamiliar and/or disruptive settings.     

Analytical Chemistry in the System of Interrelationships among Disciplines Studied at Classical Universities

Interrelationships between a university course on analytical chemistry and other disciplines attended by students specializing in chemistry are discussed. The teaching of analytical chemistry at a level corresponding to the present state of the art requires optimizing the order of teaching of interdisciplinary courses and some changes in the curricula of these courses (especially, in physics). A consideration of interrelationships between disciplines also implies a modification of the course on analytical chemistry (to avoid doubling, etc.).     

现代分析化学课程教学改革与实践

Modern analytical chemistry is the important professional course for graduate students of analytical chemistry and the related majors. It is the continuation and promotion of knowledge of analytical chemistry course and the key course to improve the scientific research ability of students. The course includes modern separation science, modern electroanalytical chemistry, modern photoanalytical chemistry and advanced analytical chemistry. It is an important guarantee for improving teaching quality to carry out teaching reform of modern analytical chemistry. In the paper, starting from the construction of teaching team, the modern analytical chemistry course group including four courses was set up for the first time. The course contents are reorganized. The teaching methods are optimized and coordinated. The courses are constructed collectively, including reforming the teaching mode and teaching method, editing textbook appropriately and setting up website with a variety of teaching materials. Therefore, the teaching quality can be guaranteed and the disciplinary fundamentals for research work of students can be strengthened.     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

案例教学法在分析化学理论教学中的实践研究

研究了案例教学法在分析化学理论教学中的实践,内容包括案例选材、设计、实施和案例模型评估。案例教学法模式在促进学生扎实学习理论知识的同时,改进学生对于分析化学课程的认知,提高学生的专业技能。案例教学法在分析化学理论教学中的实践可以在教师教学和学生学习之间建立良好的互动关系,并最终改善分析化学课程教学。     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

基于中国大学MOOC、慕课堂和QQ群三结合的分析化学课程在线教学实践

中国地质大学(武汉)分析化学课程团队采用国家精品在线开放课程作为课程资源、慕课堂作为智慧教学工具、QQ群作为在线讲授和辅导答疑的平台,成功地开展了分析化学课程在线教学实践。实践表明,基于MOOC、慕课堂和QQ群三结合的在线教学形式受到了学生的欢迎和喜爱,学生普遍易于接受,参与积极性高,初显教学效果较好。     

How Many Are Too Many? Managing OnLine Growing Pains

The Physical Chemistry OnLine Consortium (PCOL) is dedicated to enhancing undergraduate physical chemistry by encouraging faculty and challenging students to conduct short-term (~4 weeks) Webbased, mathematically sophisticated activities. PCOL projects involve students and faculty at geographically dispersed institutions. In the fall of 2000, PCOL sponsored three very different projects involving faculty and 175 students from 16 different institutions. This paper discusses strategies for dealing with the growing pains that our successful Web-based educational endeavor has encountered.Presented at the ACS Division of Chemical Education sponsored symposium on web-assisted learning in chemistry at its 221st national meeting in San Diego, CA April 1–5, 2001.     

Supplemental Educational Programs as a Tool for Expanding the Professional Skills of Analytical Chemists

The requirements for the minimum content and level of training to give the supplemental Expert in Environmental Safety qualification to graduates of classical universities specializing in chemistry (specialty no. 011000) were developed. An educational program is proposed. The program can be used as an efficient supplement of the professional training of students specializing in analytical chemistry; it allows the level of stating analytical problems and interpreting analytical results (for environmental samples) to be improved. The program has been approved by the Ministry of Education of the Russian Federation. It has already been launched at the Chemical Faculty of the Kuban' State University.     

中外合作办学中创新人才培养的化学实验教学探索与实践

The Sino-foreign educational cooperation program is one of the important forms of higher education in China. The innovation and exploration of teaching modes and methods were carried out to tackle problems in teaching inorganic and analytical chemistry laboratory at Beijing University of Chemical Technology. These problems can be found in logical thinking, combining basic theory with practice, and software used in treatment of experimental data. The teaching reform was carried out on the aspects of improving students' innovative consciousness, combining theory with the experiment, integrating ideological and political education into classroom, application of software in experimental data treatment, which will improve the subjective initiative and problem-solving ability of students in learning inorganic and analytical chemistry laboratories. It will lay a solid foundation for the students of international bioengineering class to successfully connect with foreign follow-up courses in the future.     

The terms “tochnost’” and “pravil’nost’” as applied to the results of chemical analysis

In this paper, attention is given to the inadequacy of the Russian translation of the term “accuracy” as “pravil’nost’” in publications of the IUPAC recommendations for the presentation of the results of chemical analysis and vocabularies of analytical terms. The essence of the concepts tochnost’ and pravil’nost’ in Russian measurement terminology is considered in historical context, and the evolution of the concepts accuracy in the terminological standards on analytical chemistry (IUPAC Recommendations), metrology, and statistics is traced. It is demonstrated that the one-to-one correspondence between the terms “accuracy” and “tochnost’” and “trueness” and “pravil’nost’,” respectively, which occurs in the present-day standardized terminologies, should also be followed in analytical chemistry