Scientific identity is the key element to deal with the uncertainty and variability of the times and the basis for cultivating students' scientific core literacy. PISA 2025 scientific evaluation framework adds the dimension of “scientific identity” as the main element, which includes four core secondary dimensions: “scientific capital”, “epistemological belief”, “attitude and tendency” and “environmental consciousness and initiative”. Based on the theoretical framework, this paper puts forward the training strategies to enhance students' scientific identity in the practice of science education from the integration of multi-in-one resources, advocating multi-subject evaluation, constructing multiple scientific identities and integrating diversified situations.

Taking the relevant journal articles on the design of practical homework in junior high school chemistry in China in the past 20 years as an example, using content analysis method, this paper conducts statistical analysis on the types, themes, and contexts of three major research dimensions of practical homework cases in junior high school chemistry, so that to facilitate the understanding of the current design highlights and shortcomings of practical homework cases, and provide methodological guidance and reference suggestions to carry out practical homework design.

The reaction between magnesium and different solutions is the subject of experimental inquiry teaching. Students’ activities include designing experimental schemes by the control variable method, presenting evidence through conventional experiments, micro-experiments and digital experiments, and reasoning based on the structure and properties of substances, chemical equilibrium, ion reactions and equilibrium in aqueous solutions, chemical reaction rates, redox reactions and their influencing factors. In a series of progressive tasks, students’ experimental inquiry ability is diagnosed and developed.

This project-based teaching practice,which focusing on“revealing the detection principle of 2019-nCoV antigen”, incorporates knowledge from the field of chemistry, specifically on colloids and their properties. It explores the interdisciplinary connections between physics, biology, chemical engineering, and process technology, achieving a deep integration of multiple disciplines. By completing five sub-tasks:“investigating color formation principles” “unveiling colloids” “exploring coupling principles” “preparing colloidal gold”and“revealing the antigen detection principle”, students fully utilize their knowledge and abilities across various subjects, forming a comprehensive understanding of the subjects. This approach effectively enhances students’skills in evidential reasoning, scientific exploration, and social responsibility.

Using “preparation of acetaldehyde from ethanol” as a teaching medium, this paper comprehensively utilized modular knowledge such as chemical bond polarity, α-H reaction activity, chemical reaction rate and limit with students, and constructed an understanding model from the basic principles of textbooks to the development and changes of industrial production practice, in order to enhance the level of scientific understanding.

Based on the real situation and practical problems of “tofu bricks”, this paper designed a thematic review lesson on “calcium compounds” in junior high school chemistry. By deciphering the mystery of the fragility of “tofu bricks”, speculating the reasons for the cracking of “tofu bricks” in water, and exploring the prevention and control measures of “tofu bricks”, this paper let students independently design a number of inquiry experiments, apply the core knowledge of chemistry to solve problems, and establish the principles of calcium-containing compounds in junior high school chemistry. Students were allowed to design several sets of inquiry experiments independently, solve problems by applying the core knowledge of chemistry, and establish the knowledge system of calcium-containing compounds.

With “kosher salt purification” as the main line of the situation, students are guided to analyze problems from the perspective of material composition and transformation, and carry out exploratory learning activities based on the design, evaluation and improvement of kosher salt purification flow charts. Step by step learning tasks lead students to use scientific methods such as analysis, comparison, classification, synthesis, induction and deduction to construct, improve and apply cognitive models, thus form a structured understanding of “separation and purification of matter”, improve scientific inquiry ability and develop scientific thinking ability.

Taking “air tightness inspection of device” as an example, through the four teaching links of “understanding the importance of air tightness inspection”, “summarizing and analyzing the methods and principles of air tightness inspection”, “building the thinking model of air tightness inspection” and “exploring the specific application of air tightness inspection methods”, from the four aspects of “where to apply”, “what are the methods”, “what is the principle” and “how to do the experiment”, this paper explores the teaching mode of experimental skills review course under the guidance of core literacy, gives full play to the function and education value of experimental teaching, so that the classroom can return to the truth and the teaching highlights the spirit.

Students’ knowledge construction and language development will be directly affected by teachers’ classroom language. Based on the semantic wave theory, this paper developed a semantic density identification framework appropriated for the secondary school chemistry classroom. Taking the classroom language of novice teacher and expert teacher as the research object, this paper identified the semantic density level and drew semantic wave images, compared the differences to explore the growing points for novice teacher professional development. Semantic density analysis revealed that novice teacher’s classroom language had a high semantic density and was more complex, emphasizing on abstract extraction of knowledge and on the use of chemical terminology, while expert teacher was skilled at utilizing low semantic density language, which made it easier to grasp. Following an analysis of the semantic waves, it was discovered that the novice teacher’s semantic waves were repeated in the ascending band, presenting a symbolic/conceptual-conceptual explanatory pedagogical mindset, focusing on professional explanations of knowledge, and lacking the process of elaborating and generalising knowledge in relation to daily life. The expert teacher semantic wave replicated the descending wave, presenting a symbolic/conceptual-phenomenal-conceptual interpretation of the pedagogical mindset, focusing on the concrete application of knowledge. Finally, it was suggested that novice teachers enhanced the language of teaching, provided more real-world examples and constructed a phenomenon-conceptual close linkage of pedagogical mindset.

Introducing the whole book reading into chemistry education can not only enrich educational resources, but also help to improve systematic thinking ability, develop problem consciousness, cultivate emotion and morality, promote the integration of liberal arts and science disciplines, and enhance students’ comprehensive ability. This paper takes Six thousand years of bread:Its holy and unholy history as an example to show how to use the “point-line-surface-body” model to develop chemical education resources, and apply the whole book reading strategy to the field of chemical education, so as to provide reference for the implementation of deep learning based on the whole book reading.

Hybrid orbit theory is an important knowledge module in senior high school chemistry under the background of new curriculum and new textbooks. Being able to use this theory to analyze the structure and bonding of substances is one of the abilities tested in the chemistry selection exam for the college entrance examination. Can students develop procedural ideas when analyzing hybrid problems? How can teachers detect the cognitive barriers of students in analyzing hybrid problems? In this paper, by referring to the Drawing-writing Technique, the task drawing hybridization process is taken as the subject, and the students from high and low groups are taken as the subjects to test the cognitive level of hybridization problems among different groups and whether there are significant differences. The results show that the two groups of students can basically analyze the hybrid problem according to certain ideas, but there are significant differences in each analysis step; The overall analysis level of the students in the top group is level 3, which is relatively high.

“Igniting into a snake” is an interesting experiment in chemistry and elementary school science experiments. An orthogonal experiment was designed to investigate the effects of sucrose mass, sodium bicarbonate mass, and the shape of the stack on the results of the experiment. The results showed that the stacking shape of the reaction mixture was the most important factor affecting the “snake”, and the stacking shape of the cylinder could significantly increase the length of the “snake”, which was conducive to the improvement of the integrity of the “snake”. The optimum experimental conditions were 4 g of sucrose, 0.4 g of sodium bicarbonate, and the optimum stacking shape of the reaction mixture was cylinder, and the average length of the “snake” was 67 cm. The relative standard deviation (RSD) of the reproducibility test was 6.0%, which basically met the requirements of reproducibility.

The trace flow reaction of methylene blue was reduced by glucose in sodium hydroxide alkaline solution without the participation of oxygen, which proved that the reaction was consistent with the characteristics of first-order chemical reaction. The average rate constant of the chemical reaction at 25 ℃ was 0.003 58 s^-1, and the activation energy of the reaction was calculated to be about 67.06 kJ·mol^-1. Using the improved simple instrument, a more intuitive and miniaturized experiment suitable for high school popularization was explored.

The analysis of the melting point of molecular crystals requires a spontaneous perspective on the melting process, considering both the enthalpy change of melting (ΔH_m) and the entropy change of melting (ΔS_m). ΔH_m is directly related to intermolecular forces, where a larger ΔH_m results in a higher melting point. Intermolecular forces primarily consist of hydrogen bonds and van der Waals forces. Apart from strongly polar molecules, van der Waals forces, primarily composed of dispersion forces, are influenced by factors such as relative molecular mass, molecular deformability, and intermolecular distance. Simultaneously, molecular deformability increases the ΔS_m during the melting of molecular crystals. A larger ΔS_m leads to a lower melting point of molecular crystals. Hence, analyzing the melting point of molecular crystals necessitates attention to molecular deformability. Teachers should actively engage in targeted learning to enhance their knowledge structure and deepen their understanding of the chemistry discipline. This approach enables the identification of the primary influencing factors among the numerous elements affecting the melting point.

In the process of chemistry teaching, pay attention to the interdisciplinary links, break the disciplinary boundaries, guide students to use high school mathematics knowledge to solve the problems in high school chemistry, on the basis of necessary knowledge of chemistry and mathematics to develop their key ability, truly help students to build chemical discipline concept and achieve core literacy. Through teaching practice, this paper combined with high school mathematics probability knowledge, hypothesis reasoning, function image construction, inequality basic theorem to provide teaching reference for solving high school chemistry problems.

This paper selected 43 research papers related to interdisciplinary chemistry practice activities published in the Journal of Chemical Education between 2013 and 2023. It conducted a content analysis of international interdisciplinary chemistry practice activities. The analysis revealed that the themes of these activities fall into five main categories: daily life and production, environmental protection, culture and arts, scientific research, and recreational activities. Representative cases within these categories all supported students’ interdisciplinary learning. The study concluded with an analysis and summary of the activities from three aspects: themes, objectives, and evaluation, and offered suggestions for interdisciplinary chemistry practice activities in China.

In the context of global educational transformation, the strategic importance of career initiation education is gaining prominence, prompting education systems in many countries to re-evaluate and strengthen early career guidance mechanisms. The chemistry careers section of the National Careers Week (NCW) in the UK integrates professional knowledge in the field of chemistry with real-life career scenarios through annual focused activities, deepening students’ understanding of the chemical sciences and stimulating their interest in career paths in chemistry and related industries, which is in line with the policy guideline of “strengthening students career planning education” in China, and provides valuable insights for China to cultivate high-quality chemical talents who possess not only solid basic knowledge of chemistry, but also broad career visions and planning abilities.