Conceptual Understanding Of BSED Science Major Students Using The Molecular Models In Inorganic Chemistry

Abstract

Science is dynamic in nature and with the emerging trends in the world of teaching, the methodology of the teaching process must be innovative to adapt to the current trends in education. Chemistry is often regarded as a challenging subject, an observation that sometimes discourages learners from continuing with their studies. Students prefer learning in a classroom where active participation is greatly encouraged, and it is desirable that Science teachers introduce strategies that will enable students to think of solutions that address scientific knowledge construction. With these, the researcher was interested in finding alternative ways to help the BSED Science major students improve their conceptual understanding. The highlight of the study was the use of manipulative instructional materials that will make learning and understanding molecular geometry more concrete and enjoyable, anchored on the constructivism theory, which views learning as an active process that results from self-constructed meanings. The study utilized the quasi-experimental design, particularly the non-equivalent control group design. Based on the results, there is no noteworthy difference between the conceptual understanding of learning molecular geometry using molecular models and the lecture method, and both are effective teaching strategies for improving the conceptual understanding of the BSED Science major students.