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| Autori principali: | , |
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| Natura: | Recurso digital |
| Lingua: | |
| Pubblicazione: |
Zenodo
2026
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| Accesso online: | https://doi.org/10.5281/zenodo.19984879 |
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Sommario:
- <p class="MsoNormal"><em><span>This article examines the effectiveness of training future chemistry teachers through the use of mobile applications. The purpose of the study is to determine the role of mobile learning technologies in the process of teaching chemistry and to evaluate their impact on students’ academic performance, cognitive activity, and learning motivation. The study involved theoretical analysis and a pedagogical experiment. The experiment was conducted during the 2025–2026 academic year among university students majoring in Chemistry. During the learning process, mobile applications such as Periodic Table Chemistry, PhET Simulations, and UnrealChemist were used. The research methods included observation, questionnaire survey, testing, and comparative analysis. The results of the study showed that the use of mobile applications improves students’ understanding of chemical concepts, enhances practical skills, and increases learning motivation. The survey results confirm that the majority of students consider mobile learning to be an effective tool in the educational process.</span></em></p>