Abstract
In response to ongoing curriculum reforms aimed at reducing content and innovating teaching approaches, our study, ""The Triad of Terror Showdown: Teacher Arguments Unleashed,"" utilized the Delphi method to gather insights from active chemistry teachers. This research aimed to understand the factors influencing the inclusion of chemistry nomenclature, calculations, and formula balancing in the curriculum and the extent to which these elements should be preserved.
Key findings included: Emphasis on an individualized approach to teaching nomenclature, recognizing the unique learning needs of each student. The importance of students comprehending the principles and practical applications of chemistry, not just memorizing names and formulas.
Varied opinions on the depth and breadth of instruction for inorganic nomenclature. Advocacy for flexible teaching methods, such as interactive games and competitions, to engage students effectively.
Recognition of the historical and linguistic significance of preserving chemistry nomenclature as a unique cultural reference. Concerns about overusing nomenclature in testing, stressing the need to balance evaluation and effective learning.
Varied opinions on the ideal duration and teaching methods, highlighting the necessity of flexibility. Emphasis on the interconnectedness of nomenclature with other chemistry-related themes.
In conclusion, this study offers valuable insights into the discourse on retaining nomenclature, chemistry calculations, and formula balancing in the curriculum. It underscores the need for adaptable approaches that cater to the diverse needs and perspectives of both students and educators in the evolving educational landscape.