[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585013-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-585013-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-stem-approach-to-standard-science-curriculum-topics-chemical-reactions-as-atypical-example","A STEM Approach to Standard Science Curriculum Topics - Chemical Reactions as Atypical Example","","The study integrates STEM principles into chemistry education by redesigning the topic Chemical Reactions for initial teacher training. The goal is to design and evaluate an innovative, competence-oriented teaching module that uses student-centred, context-based, interdisciplinary approaches to build knowledge, skills, and attitudes. A design-based methodology guides iterative development and refinement, using textbook analysis, classroom observations, and pilot feedback. Experimental reaction cycles, real-life applications, and digital tools strengthen conceptual understanding, motivation, and links to sustainability and materials design.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-stem-approach-to-standard-science-curriculum-topics-chemical-reactions-as-atypical-example/585013/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-stem-approach-to-standard-science-curriculum-topics-chemical-reactions-as-atypical-example/585013.png","ImageObject",300,407,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To develop and evaluate an innovative teaching module on chemical reactions for pre-service science teachers using STEM principles.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the teaching module developed and evaluated?",{"text":68,"@type":64},"The study used a design-based methodology with development, implementation, and iterative refinement, supported by textbook analysis, classroom observations, and pilot feedback.",{"name":70,"@type":61,"acceptedAnswer":71},"What key features does the module include?",{"text":72,"@type":64},"It includes experimental reaction cycles, real-life applications, and interdisciplinary connections supported by digital tools.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585013,1792168032,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025   \n18  \nA STEM APPROACH TO STANDARD SCIENCE CURRICULUM TOPICS:  \nCHEMICAL REACTIONS AS ATYPICAL EXAMPLE  \nMartin Bílek, Karel Kolář, Monika Pelikánová  \nCharles University, Czech Republic  \n[E-mail: martin.bilek@pedf.cuni.cz](E-mail: martin.bilek@pedf.cuni.cz), [karel.kolar@pedf.cuni.cz](karel.kolar@pedf.cuni.cz), [moncapelikanova@seznam.cz](moncapelikanova@seznam.cz)  \nAbstract  \nThis study explores the integration of STEM principles into chemistry education through theredesign of the topic Chemical Reactions for initial teacher training. The aim was to develop and evaluate an innovative teaching module that fosters key competences–knowledge, skills, and attitudes—via student-centred, context-based, and interdisciplinary approaches. The research followed a design-based methodology, involving the development, implementation, and iterative refinement of teaching materials. Data were collected through textbook analysis, classroom observations, and pilot feedback from pre-service teachers. Key features of the module include experimental reaction cycles, real-life applications, and the use of digital tools. The findings show that this approach enhances students’conceptual understanding, motivation, and ability to connect chemistry with real-world issues such as sustainability and materials design. The module promotes inclusive and engaging science teaching and serves as a replicable model for other curriculum topics. It also supports the preparation of future teachers for competence-oriented and interdisciplinary education.  \nKeywords: STEM education, chemical reactions, curriculum innovation, teacher education, experimental learning  \nIntroduction  \nReforming the traditional curriculum in STEM subjects (science, technology, engineering, and mathematics) is essential to prepare students for a rapidly changing world in which these disciplines play a key role in addressing global challenges such as climate change, sustainability, and health innovation (Duncan, 2010) . Modern education should reflect the interconnectedness of these disciplines and promote their practical application. It is essential to transcend traditional boundaries between subjects and enable students to understand the connections between theory and practice across disciplines. Integrating the teaching of mathematics, physics, chemistry, and technology opens up the space for deeper understanding and innovative thinking (Koldová et al., 2024) .  \nAt the same time, it is important to emphasise practical skills such as experimentation, working with data, or solving complex problems. Project-based learning and learning based on real-world challenges allow students to acquire the skills needed for today’s job market. Creativity, teamwork, and critical thinking are just as important as professional skills today. Teaching approaches should therefore be oriented  \nThis is an open access article under the  \nCreative Commons Attribution 4.0 International License  \nProceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025  \n19  \nas much as possible towards actively involving students and encouraging them to think independently (Beers, 2011; National Academy of Engineering & National Research Council, 2014; Chroustová et al., 2021) .  \nOne of the standard topics in chemistry education that can be suitably transformed using STEM principles is chemical reactions. In the classical approach, these are often presented only as a set of equations or through isolated demonstrations. However, current teaching can enrich this topic with an engineering approach, effective experiments, practical tasks, and a wider overlap with everyday life. Such teaching enables students to better understand the mechanisms of chemical processes and, at the same time, develops their ability to apply the knowledge gained in new situations.  \nThe aim of thi","cbCailIgd4qAgy3L","https://ap.wps.com/l/cbCailIgd4qAgy3L","pdf",884047,12,"English","# Abstract\n# Introduction\n# Research Methodology\n## General Background\n## Sample Selection\n## Instruments and Procedures","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To develop and evaluate an innovative teaching module on chemical reactions for pre-service science teachers using STEM principles.\"},{\"question\":\"How was the teaching module developed and evaluated?\",\"answer\":\"The study used a design-based methodology with development, implementation, and iterative refinement, supported by textbook analysis, classroom observations, and pilot feedback.\"},{\"question\":\"What key features does the module include?\",\"answer\":\"It includes experimental reaction cycles, real-life applications, and interdisciplinary connections supported by digital tools.\"}]","A STEM Approach to Standard Science Curriculum Topics - Chemical Reactions as Atypical Example | PDF",1792053302]