<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Luciane F. Goes</style></author><author><style face="normal" font="default" size="100%">Keysy S. C. Nogueira</style></author><author><style face="normal" font="default" size="100%">Carmen   Fernandez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LIMITATIONS OF TEACHING AND LEARNING REDOX: A SYSTEMATIC REVIEW</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education proposals</style></keyword><keyword><style  face="normal" font="default" size="100%">learning difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">redox reactions</style></keyword><keyword><style  face="normal" font="default" size="100%">state of the art</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1600951544.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the ‘redox reactions’ topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">698-718</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michal Podzimek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROBLEMS OF NARCISSISM IN EDUCATION: THE CULTURE OF NARCISSISM AS A DANGEROUS GLOBAL PHENOMENON FOR THE FUTURE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">contemporary individualism</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural narcissism</style></keyword><keyword><style  face="normal" font="default" size="100%">learning difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">narcissistic pathology</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1566969219.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Modernism, which appeared as a result of industrialization, has since then developed further, resulting in a postmodern society, characterized by a significant change in values. This shift in values is particularly evident in the quality of education, and man's subsequent relation towards work as a result. Schools have become social institutions in which learners spend their time in the role of served clients. The teacher is therefore assigned the social role of the servant, in which he is to primarily satisfy the pupil in his personal needs. This kind of relationship stems from the phenomenon of narcissism, which is already a cultural phenomenon. Studies of cultural narcissism are presented here, sampling relevant research of American provenience (with special focus on the USA). These studies suggest that cultural narcissism may become a global phenomenon in the future.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">489-501</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria  Gabriela  Lorenzo</style></author><author><style face="normal" font="default" size="100%">Ana  Maria  Reverdito</style></author><author><style face="normal" font="default" size="100%">Mercedes   Blanco</style></author><author><style face="normal" font="default" size="100%">Alejandra   Salerno</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIFFICULTIES OF UNDERGRADUATE STUDENTS IN THE ORGANIC CHEMISTRY LABORATORY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">experimental work</style></keyword><keyword><style  face="normal" font="default" size="100%">learning difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">organic chemistry laboratory</style></keyword><keyword><style  face="normal" font="default" size="100%">procedural contents</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006387.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Experimental work supposes a unique opportunity to learn procedural contents. However, the conditions and constraints to learn procedures have not been sufficiently discussed or investigated in a laboratory environment. Students` difficulties in organic chemistry laboratory at university are described and explained. A case study (n=15 undergraduate students) was performed. The study was carried out in an actual laboratory class, using different ways for data gathering: 1) A comparison between declarative knowledge of students about experimental work and observations of procedures in class. 2) An evaluation of the effect of laboratory work on the knowledge of students related with the assembly of the apparatus. This research suggests that students’ difficulties in performing experimental work are deeply related to a deficient interrelationship between conceptual and methodological frameworks. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">74-81</style></section></record></records></xml>