Scientific Program

Conference Series Ltd invites all the participants across the globe to attend 10th International Conference on Chemistry Education and Research Oslo, Norway.

Day 1 :

Keynote Forum

Jerry P. Suits

University of Northern Colorado, USA

Keynote: Conceptual assessment of learning outcomes from animations and simulations

Time : 10:00-10:40

OMICS International Chemistry Education and Research-2018 International Conference Keynote Speaker  Jerry P. Suits photo

Jerry P Suits has completed his MS in Biochemistry from Texas State University (1976) and PhD in Science Education at the University of Texas at Austin (1985). He has been the Editor of a book “Pedagogic Roles of Animations and Simulations in Chemistry Courses” (2013). He has published more than 20 papers in peer-reviewed journals and book chapters. He and his graduate students have presented more than 100 papers at national (USA) and international conferences. He has been serving as an Editorial Board Member of the Journal of Computers in Mathematics and Science Teaching.


Chemistry students have diffi culty learning chemistry for a variety of reasons. For example, many of them tend to fragment knowledge and then memorize those fragments or math algorithms; also, they tend to focus on the surface features of a visual representation. Conversely, when chemists study a complex research problem, they tend to engage in meaningful and productive learning strategies. Chemists tend to use mental images and to use multiple representations of phenomena when solving complex problems and they can switch from one representation to another. Animations and simulations are dynamic visualizations as opposed to static visualizations (e.g. diagrams, etc.). Th us, the goal of dynamic visualizations is to get chemistry students to visualize on the computer screen (i.e., external representations) the same types of representations of chemical phenomena that chemists mentally envision (i.e., internal representations). Th e question then arises: How can we gauge? what students understand aft er they have interacted with animations and simulations? My research group has found that their understanding (or ‘mental models’) can be probed when students draw and explain their conceptions of chemical phenomena. Th is talk is useful for anyone who needs to recognize how students learn from good multimedia soft ware in


Keynote Forum

Eva Trnova

Masaryk University, Czech Republic

Keynote: Changes in science education for the 21st century
OMICS International Chemistry Education and Research-2018 International Conference Keynote Speaker Eva Trnova photo

Eva Trnova is a Senior Lecturer at the Faculty of Education MU in the Czech Republic. She has completed her PhD in Chemistry Education. She has extensive experience with innovative methods of teaching Chemistry. She has been engaged in Chemistry Education for a long time and she has published more than 20 papers in journals and has been serving as an Editorial Board Member of journal dealt with education. She is a Member of International Advisory Board in several conferences. She has been involved in many international projects dealing with the development of science education (e.g. PROFILES Project of SFP).


Science education including chemistry is undergoing changes due to its increasing importance these days, as it faces economic and social challenges. It is possible to register these changes in most European countries as well as the USA. Society requires to prepare the younger generation for the 21st century. We need a workforce with generally higher levels of STEM (Science, Technology, Engineering and Mathematics) literacy, as well as a suffi cient number of highly gift ed individuals entering scientifi c and engineering careers. To carry out these requirements, it is necessary to change way of education and to find its appropriate content. Experts are trying to defi ne a new paradigm of science education. But in order to be successful, important curricular changes have to be accepted by all of the stakeholders in education: students, their parents, politicians and especially by teachers, who should implement these curricular changes into practice. We will present research findings of the Czech Republic concerning the identifi cation of views on science education, what opinions on current science education are held by stakeholders and what priority should be preferred in their opinion. Th e appropriate content of school chemistry will be discussed.

OMICS International Chemistry Education and Research-2018 International Conference Keynote Speaker Manabu Sumida photo

Manabu Sumida is a Professor of Science Education at the Ehime University in Japan. He holds a BA in Chemistry from Kyushu University and PhD in Science Education from Hiroshima University. He was a Visiting Researcher at the University of Georgia in 1998 and Visiting Scholar at the University of Cambridge in 2012. He has been the Director of Kids Academy Science (a special science program for gifted young children) for nine years. He is currently the Director of Japan Society for Science Education and Regional Representative for Asia of the International Council of Association for Science Education.


Chemistry has been experiencing dramatic changes since the beginning of the twentieth century. The enterprise is diverse and complex, and it involves international collaboration. However, the trends in modern chemistry do not seem to be reflected in education, although many children show a strong interest in natural phenomena from an early age and demonstrate an outstanding ability to think creatively and in abstract terms. Th is presentation summarizes the global trends in Nobel Laureates in Chemistry from 1901 to 2012 in order to illustrate how gift edness in chemistry is a requirement for the new century. Th is presentation proposes diff erent chemistry education modes for gift ed students in formal and informal settings.
Some of Ehime University’s special gift ed education programs, which deal with identifi cation, curriculum development, practice, and assessment, are introduced as case examples of chemistry education for the gift ed. Th is presentation also analyses the effects of special education programs and discusses the similarities and differences between their effects on gifted students and regular students. Th e development of chemistry curricula and teaching materials that accommodate the special needs of gifted students and the implementation of related teaching methods and assessments are relevant to all teaching subjects, school types, and education in general. Moreover, they can be used in the educational activities of communities and societies around the world.

OMICS International Chemistry Education and Research-2018 International Conference Keynote Speaker Karin Larsson photo

Diamond is a widely known material for its many excellent properties (e.g., high thermal conductivity, high break down voltage, transparency, chemical inertness and bio-compatibility). A B-doped diamond is an excellent p-type material for solar cell usage. Due to some specifi c properties (e.g., large chemical inertness, very high carrier mobility for both electron and holes, and high transparency), it is considered as one of the strongest candidates for photovoltaic electric generation. However, in order to implement the usage of diamond in solar energy applications, properties like the i) electrochemical window, ii) possibility for interfacial charge transfer, and iii) stability of functionalized surface, have be further studied and optimized. In the present investigation, the adsorption of different dye molecules onto H-terminated diamond (111) surfaces, have been theoretically studied using Density Functional Theory (DFT) calculations under periodic boundary conditions. The diamond surfaces were B-doped in order to make them p-type semi conducting. Th e choice of dyes was based on the match between the electronic structures of these H-terminated B-doped diamond surfaces, and the respective dye molecules. The dye molecules in the present study include C26H13NO3S4 (A), C35H37NO2S3 (B), C34H38OS2 (C), C32H36OS2 (D), and C31H35S3Br (E). These dyes diff er in the various functional groups, which have the role as electron acceptors. The main goal with the present study was thereby to investigate and compare the photo-voltaic efficiency of the various dyes when attached to B-doped and H terminated diamond (111) surfaces. Of a special interest was to study the i) absorption spectra of the dye, ii) degree of electron transfer over the diamond/dye interface, iii) electron transfer rate, iv) electron-hole recombination, and v) diamond/ dye bond strength. The calculated absorption spectra for in principle all of the diff erent dyes were shown to be located in the most intense part of the sunlight spectrum. For the E dye, the spectrum was more positioned towards the UV light range. The usage of a combination of these diff erent dyes would, hence, be an optimal choice in order to improve the light harvesting in a photovoltaic process. Furthermore, the calculations identified the LUMO´s for the B, C, and D dyes to be positioned on the upper end of the molecules, which also will be the position of the electron acceptor when being excited by light. For the dyes A and E, there were though certain extensions of the LUMOs to the lower end of the molecules (i.e., towards the diamond surface), which will also increase the electron-hole recombination rates. Calculation of electron transfer was to ensure that the HOMO of these dyes was positioned at a lower energy compared to the upper edge of the valence band of the B-doped diamond surface. Moreover, all dyes were found to bind with strong C-C covalent bonds to the diamond (111) surface.


Karin Larsson is a Professor in Inorganic Chemistry at the Dept. of Chemistry-Ångström Laboratory, Uppsala University, Sweden, and a Guest Professor at the University of Science and Technology Liaoning, China. In addition, she is an Elected Member of IVA (Royal Swedish Academy of Engineering Sciences), division V (Mining and Materials; Vice-Chair). She is the Head of the Theoretical Materials Chemistry Group at the Div. of Inorganic Chemistry, Dept. of Chemistry-Ångström Laboratory. Her scientific focus is on interpretation, understanding and prediction of the following processes/properties for both solid/gas interfaces, as well as for solid/liquid interfaces; i) CVD growth (e.g. diamond, BN, and graphene), iii) interfacial processes for renewable energy applications (e.g. electrochemical processes), and iv) bio functionalization of surfaces (e.g. bone regeneration).