Abstract
Many students have difficulty learning symbolic and molecular representations of chemistry. This action research investigated how students develop an understanding of chemical representations with the aid of a visualizing tool that allowed them to build molecular models and view multiple representations simultaneously. Multiple sources of data were collected with the participation of 30 randomly selected 2nd year Chemistry students and two subject teachers in Arba Minch University (AMU) over 2-weeks period. The results of pre- and post- test showed that students' understanding of chemical representations improved substantially. The analysis of their interviews based on oral questions revealed that ball and stick model helped students to construct models and translate chemical compounds representations. Students who were highly engaged in discussions while using model made referential linkages between visual and conceptual aspects of representations. This in turn may have deepened their understanding of chemical representations and concepts. The findings also suggest that models can serve as a vehicle for students to generate mental images. Finally, students demonstrated their preferences of certain types of representation. Keywords: Teaching aid, Ball and Stick model, instructional media DOI: 10.7176/JEP/12-22-04 Publication date: August 31 st 2021
Highlights
According to Coombs (1970), Education, consists of two components
2.5 Visualization Tools and Chemistry Learning This study has revealed how students use ball and stick model to assign meanings to novel representations
2.7 Objectives 2.7.1 General objective The aim of this action research is to see the effectiveness of instructional media for teaching Organic Chemistry for second year Chemistry students. 2.7.2 Specific objectives To identify the relationship between using instructional media and students understanding during teaching Organic Chemistry
Summary
According to Coombs (1970), Education, consists of two components. He classified these two components into inputs and outputs. Inputs consist of human and material resources and outputs are the goals and outcomes of the educational process. Both the inputs and outputs form a dynamic organic whole and if one wants to investigate and assess the educational system in order to improve its performance, and effects of one component on the other must be examined. Savoury (1958) added that a well-planned and imaginative use of visual aids in lessons should do much to banish apathy, supplement inadequacy of books as well as arouse students’ interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. Savoury (1958) suggested a catalogue of useful visual aids that are good for teaching that is, pictures, post cards, diagrams, maps, filmstrips and models
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