Learning Of Chemical Concepts Research Articles

What makes representations good representations for science education? A teacher-oriented summary of significant findings and a practical guideline for the transfer into teaching

Abstract Existing instructional materials for chemistry offer a huge range of different external representations that can be used by chemistry teachers to support students’ understanding of chemical concepts like the concept structure of matter. In science, different kinds of representations are usually combined forming multiple external representations. Examples are combinations of texts, pictures, figures, diagrams, graphs, tables, schemes etc. However, these multiple external representations often have problematic features and/or do not meet students’ subject-related learning needs. For example, many external representations do not take different representational levels into account and/or mix information on the macroscopic level with those from the submicroscopic level. Such representations have the potential to favor students’ misconceptions who often struggle with separating different representational levels. Therefore, it is important to highlight crucial characteristics of external representations that potentially facilitate students’ learning of chemical concepts at lower secondary schools (age group 10–14). When chemistry teachers consider and reflect crucial characteristics of representations and adapt existing external representations or develop new ones, these new representations can become powerful cognitive tools helping to make instruction in chemistry more effective and coherent. This article answers the question What makes representations good representations in science education? by describing features of effective learning with decisive characteristics of multiple external representations and highlighting these characteristics by means of concrete examples from chemistry learning. Finally, an online tool will be outlined that can help teachers to improve multiple external representations for use in chemistry classes.

Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

This paper presents changes on teachers’ pedagogical skills in using computer simulations and animations to support the teaching and learning of chemistry concepts. It draws on the data that were collected using a mixed-method research approach coupled with pre- and post-assessment of 20 level three chemistry teachers. The data from classroom observation were quantitatively analyzed using means, standard deviations, and a sample paired t-test. Thematic analysis was used for the qualitative data. The results showed that teachers’ pedagogical skills in using computer simulations and animations in teaching and learning chemical kinetics, equilibrium, and energetics were low in pre-instruction, with an overall mean of 1.3±0.1. In post-instruction, the findings indicate that teachers have improved pedagogical skills, with an overall mean of 3.9±0.06 and p-value of 0.000. Therefore, teachers need improved pedagogical strategies to use computer simulations and animations as viable instructional resources for teaching and learning of chemistry concepts.

Exploring the Use of Chemistry-based Computer Simulations and Animations Instructional Activities to Support Students’ Learning of Science Process Skills

This study aimed at exploring the instructional activities that could support students’ learning of science process skills by using chemistry-based computer simulations and animations. A total of 160 students were randomly selected and 20 teachers were purposively selected to participate in the study. Data were gathered in both qualitative and quantitative formats. This was accomplished through the use of a classroom observation checklist as well as a lesson reflection sheet. The qualitative data were analyzed thematically, while the quantitative data were analyzed using percentages. The key findings from the study indicated that chemistry-based computer simulations and animations through instructional activities, particularly formulating hypotheses, planning experiments, identifying variables, developing operational definitions and interpretations, and drawing conclusions, support students in learning science process skills. It was found that during the teaching and learning process, more than 70% of students were able to perform well in the aforementioned types of instructional activities, while 60% performed well in planning experiments. On the other hand, as compared to other instructional activities, planning experiments was least observed among students and teachers. Students can be engaged in knowledge construction while learning science process skills through the use of chemistry-based computer simulations and animations instructional activities. Therefore, the current study strongly recommends the use of chemistry-based computer simulations and animations by teachers to facilitate students’ learning of chemistry concepts in Tanzanian secondary schools.

Learners’ Active Engagement in Searching and Designing Learning Materials through a Hands-on Instructional Model

When engaging learners in searching and designing, the learning materials are of paramount importance, in order to help the learners in the achievement of academic goals and objectives. However, learners being the primary consumers of chemistry content delivered by the teachers, ought to beware of the learning materials that can facilitate their learning. This can well be done if learners participate fully in searching and designing learning materials that correspond with the lesson content. The purpose of this research was to use a Hands-on Instructional Model (HIM) designed to help secondary school teachers actively to engage learners in searching, designing, and manipulating locally made learning materials, in order to facilitate the face-to-face learning of chemistry concepts. The study employed Design-Based Research (DBR) in designing, refining, and implementing HIM, as well as the learning materials designed by the learners following a pragmatic philosophical world-view. The data were collected and analysed by using qualitative research techniques; and the research instruments included Lesson-Observation Protocol, semi-structured interviews, and Focus-Group Discussions. The study involved three intact senior-science classes deliberately selected from three Dar es Salaam community-secondary schools. The results revealed that learners become actively engaged in the lesson, when the learning materials designed by themselves are used. They used materials, like empty water bottles of different sizes, syringes of different sizes, rubber bands, and pegs to prepare locally made apparatus that served as beakers, burettes, droppers, and funnels in titration hands-on activities. In this regard, we recommend teachers involve learners in searching and designing the learning materials to be used in the teaching and learning process, in order to enhance chemistry content mastery and the acquisition of soft learning skills.

Inquiry-Based Experimental Design for Enhancement of Teaching and Learning of Chemistry Concepts

Chemistry concepts to be well learned by students, there might be a conducive learning environment and this is due to the approach employed by educators. This review then is about inquiry-based experiment design as an innovative teaching and learning tool that enhances chemistry instruction. By collecting all related kinds of literature, we used Google Scholar, ERIC, and Web of Science database. The conclusion of this literature review revealed that effective implementation of inquiry-based experiment design enhances the teaching and learning of chemistry concepts. It is also recommended that chemistry educators could be trained on the professional use of the approach for the good classroom implication and students’ understanding of the concepts learned. Further studies should focus on the use of inquiry-based experiment design in the teaching and learning chemistry concepts.

ADULTERAÇÃO DO LEITE: UMA PROPOSTA INVESTIGATIVA VIVENCIADA POR UM GRUPO DE ESTUDANTES SURDOS NA PERSPECTIVA BILÍNGUE

O conhecimento químico possibilita a compreensão das transformações que ocorrem na Natureza, bem como contribui para a formação de cidadãos críticos e preparados para a tomada de decisões na solução de problemas do cotidiano. A aprendizagem de conceitos químicos é mais efetiva quando os estudantes participam do processo de construção desses conhecimentos. Este trabalho é um recorte de uma dissertação de mestrado que teve como objetivo analisar de que forma ocorre a construção de conceitos químicos durante uma Sequência de Ensino Investigativa (SEI) com a temática adulteração do leite, desenvolvida com um grupo de estudantes surdos do ensino médio em uma perspectiva bilíngue. A pesquisa foi realizada numa abordagem qualitativa utilizando-se da pesquisa-ação. A SEI foi realizada em três etapas: i) concepções iniciais, problematização e levantamento de hipóteses; ii) atividade experimental; iii) sistematização e discussão pós-experimento. Os dados da pesquisa foram coletados a partir da observação participante, da gravação das aulas, das produções dos estudantes, dos questionários aplicados antes e após a SEI e da entrevista semiestruturada. Em cada etapa buscou-se analisar as possibilidades de construção de conceitos químicos a partir do tema abordado. Os resultados indicaram que a SEI possibilitou aos estudantes uma argumentação mais fundamentada ao discutir o tema abordado e na solução do problema proposto, contribuindo para a apreensão de conceitos químicos, promovendo desenvolvimento intelectual e autonomia. Além disso, o debate do tema e a comunicação em sala de aula na língua materna do surdo (Libras) propiciaram a construção de conceitos científicos e promoveram maior envolvimento dos estudantes nas atividades realizadas.

Use of applications for leaching Learning Chemistry

Technology and education have always had a loving relationship, especially in the classroom. For Education in Chemistry, smartphones and their Apps can provide experiences that were previously restricted to a laboratory experiment. The purpose of this study was to investigate through an evaluation the use of the Periodic Table Quiz applications and the Educalabs Periodic Table in the classroom, how these technologies can be integrated into teaching and what are their effects on student learning. It was held at the Municipal School of Primary Education II Roberto Antunes de Freitas in the city of Quiterianópolis-CE, in 02 classes of the 9th grade, comprising 32 students, with a methodology based on a descriptive study, empirical basis and qualitative nature. The results showed the contribution and potential that the applications offer in the learning of chemical concepts. After using these, it can be noticed that there were more correct answers in 08 of the 10 questions proposed, and 100% of the students stated that their interest in the subject increased, so they could verify the validity of exploring chemistry contents through these applications since they offer more interactive content that engages the student's genuine interest in participating in the process.

Evaluation of a Chemistry Concept Inventory for general chemistry students at Finnish university

A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0), previously developed for use
 in Norwegian universities, was tested and evaluated for use in a Finnish university setting. The test,
 designed to evaluate student knowledge and learning of chemistry concepts, was administered as both
 pre- and posttest in first year general chemistry courses at the University of Jyväskylä. The results were
 evaluated using different statistical tests, focusing both on individual item analysis and the entire test.
 Some individual questions were found to be not discriminating or reliable enough or too difficult, yet the
 results, as a whole, indicate that the concept inventory is a reliable and discriminating tool that can be
 used in the Finnish university context.

Oficina temática: a Química presente nos aparelhos eletrônicos

O presente trabalho descreve uma ação desenvolvida pelo Programa Institucional de Bolsas de Iniciação à Docência, do curso de Química Licenciatura da Universidade Federal de Santa Maria em uma escola pública, onde foi realizada uma oficina temática intitulada “A Química presente nos Aparelhos Eletrônicos”. Consiste em uma pesquisa descritiva explicativa de cunho qualitativo que teve por objetivo trabalhar com diferentes recursos didáticos, visando proporcionar aos estudantes uma aprendizagem contextualizada e interdisciplinar dos conceitos químicos. Neste argumento está alicerçada a defesa da necessidade de, na sala de aula, introduzir instrumentos e metodologias pedagógicas que permitam a qualificação do uso da linguagem química pelos estudantes. Para tanto, utilizamos alguns recursos didáticos para o desenvolvimento da oficina, dentre eles estão: aula expositiva demonstrativa com auxílio da experimentação, a leitura e discussão de Materiais de Divulgação Científica, a aplicação de um jogo didático e a elaboração de cartazes que visavam a conscientização dos estudantes quanto ao descarte correto de resíduos eletrônicos.

Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

Research-oriented chemistry teacher: Teaching and learning of chemistry concepts and phenomena (part IV): Historical approach on chemistry education

Historical approach is one way of supporting the learning of concepts and phenomena of chemistry, and nature of chemistry. In this article, project works dealing with the topics to chemistry (organic reactions and synthesis, acid and alkali oxides, mass and mole, Le Châtelier’s principle, atom models, electrochemistry, gas laws, and periodic table of elements) by the students of Central Topics of Chemistry Teaching II course are being presented. First, based on research literature, a summary on how history is used to teach each topic is presented in English or in Finnish, with the results of a case study regarding each topic. In most of the presented studies, it was noted that using historical approach increased the interest towards the subject. All designed materials and lesson plans can be found online: www.luma.fi/materiaalit. They can easily be implemented in chemistry teaching on different levels of education.

The effect of card games and computer games on learning of chemistry concepts

Chemistry has often been thought of as a dry and conceptual subject matter to grasp. Through the infusion of games, the learning of difficult chemistry concepts could be immensely improved. Therefore, the purpose of this study was to investigate the effect of teacher-made instructional card games and computer games on the learning of chemistry concepts in high school students. This was an experimental pretest / posttest study with a control group. The population consisted of female high school students majoring in math and science. The selected sample consisted of three groups of 35 students. The instrument was a teacher-made text of chemistry. Data were analyzed by ANCOVA. The results indicated that there was a significant difference between teacher-made card games and computer games with the traditional teaching method. However, there was no significant difference between teacher-made card games and computer games. Playing had a significant role in the learning of abstract concepts and the understanding of chemistry concepts was facilitated through creating excitement and joy, as well as interaction amongst students.

Is Mathematics Review Giving an Edge in Learning High School Chemistry Concepts?

This action research was conducted to elucidate the effectiveness of mathematics review in the learning of high school chemistry and in problem solving. The subjects were two randomly constituted class sections in the third year chemistry program in Liceo de Cagayan University. Before starting the treatment; two similar tests were prepared as the pretest and posttest. At the end of the term, the posttest was administered. Then, the statistical technique of paired-sample t-test was utilized to analyze the collected data. Analysis of the results in the posttest revealed that there is no significant difference between the experimental group and the control group. The study recommends a revisit of the policy on mathematics review since it does not give an edge in the learning of chemistry concepts. Keywords - Chemistry, Mathematics review, Math Concepts, Problem Solving

Use of Simultaneous-Synchronized Macroscopic, Microscopic, and Symbolic Representations To Enhance the Teaching and Learning of Chemical Concepts

A prototype multimedia program, Multimedia and Mental Models in Chemistry (4M:CHEM), was developed to facilitate student learning in the classroom. 4M:CHEM utilizes a computer split-screen design to show simultaneous videos of real experiments, molecular-level animations of these experiments, real time graphs of macroscopic properties or structural diagrams, and chemical equations. These four windows can be shown individually or in any combination. When multiple windows are activated, actions in each are synchronized. These synchronized views of chemical phenomena may be paused and restarted in order to aid discussions of connections between and limitations of macroscopic, microscopic, and symbolic representations. The prototype program involves 32 experiments dealing with physical, gaseous, solution, and heterogeneous equilibria. Both qualitative and quantitative experiments are included to assist students in building chemical understanding and intuition as well as enhancing their quantitative problem solving abilities. An initial assessment of 4M:CHEM in two lecture sections for two one-hour presentations showed an increase in students' understanding of characteristics of systems at equilibrium and a marked decrease in misconceptions of chemical equilibrium.