Enhancing students' understanding of the concept ofchemical bondingby using activities provided on an interactive website (original) (raw)
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Journal of Research in Science Teaching, 2009
This study investigated the effectiveness of a web-based learning environment in enhancing 10th grade high-school students' understanding of the concept of chemical bonding. Two groups participated in this study: an experimental group (N ¼ 161) and a comparison one (N ¼ 93). The teachers in the experimental group were asked to implement four activities taken from a website, all dealing with the concept of chemical bonding. Computer-based visual models are utilized in all the activities in order to demonstrate bonding and the structure of matter, and are based on student-centered learning. The study incorporated both quantitative and qualitative research. The quantitative research consisted of achievement questionnaires administered to both the experimental and comparison groups. In contrast, the qualitative research included observations and interviews of students and teachers. Importantly, we found that the experimental group outperformed the comparison group significantly, in the achievement post-test, which examines students' understanding of the concept of chemical bonding. These results led us to conclude that the web-based learning activities which integrated visualization tools with active and cooperative learning strategies provided students with opportunities to construct their knowledge regarding the concept of chemical bonding.
EVALUATING THE EFFECTIVENESS OF VARIOUS TEACHING STRATEGIES IN CHEMICAL BONDING
International Journal Of Advance Research And Innovative Ideas In Education, 2024
In the rapidly evolving educational landscape of the 21st century, integrating multimedia-assisted instruction to teaching and learning procedures has become a pivotal strategy for enhancing learning outcomes.This study aimed to investigate the effectiveness of four different instructional approaches in teaching chemical bonding in Grade 9 chemistry, a subject traditionally perceived as challenging due to its abstract concepts and complex problem-solving requirements. The research employed a quasi-experimental design involving a sample of 163 high school students randomly assigned to four groups. Each group was exposed to a different instructional method: multimedia-assisted instruction, PowerPoint presentation lecture, traditional chalk and board discussion, and hand-on learning method. Pre-tests and post-tests were administered to assess students' knowledge acquisition. Additionally, students' perception in learning chemistry was measured through survey where challenges were foregrounded due to complex textbook language, fast-paced lectures, difficulty applying mathematical concepts, lack of visual aids, and low student confidence in problem-solving abilities. Furthermore, results indicated significant increase in the pre-test and post test results all four groups, but has no statistical difference when four post test scores were compared. These implies that diverse instructional techniques may be equally effective in terms of student learning outcomes. This suggests that either individually or in combination of varied approaches has a great potential for effectively learning chemical bonding. Thus, it is imperative for teachers to be innovative and proactive in their instructional strategies to optimize student learning outcomes in chemistry by in enhancing students' learning experiences.
The Effectiveness of Infographics in Teaching Chemical Bonding
Solid State Technology Volume: 63 Issue: 1s, 2020
Students lack conceptual understanding of the key ideas related to chemical bonding. To address this problem, this paper tested the effectiveness of two types of infographics, namely animated and static, in teaching chemical bonding. Mixed-method particularly sequential exploratory research design was used in this study. Additionally, the study utilized an instrument containing two type of test, multiple choice and essay, which undergone a thorough expert validation and test-retest procedure. The study also employed an interview method to support the quantitative data with the help of Nvivo application and the result were carefully interpreted. The participants were Grade 9 students divided into two experimental groups, studentrespondents exposed to animated and to static infographics, which had 20 participants each in a Pre-test and Post-test basis.The result of the analysis in the post-test mean scores shows that student-respondents exposed to animated infographics obtained higher post-test mean score compared to those who were exposed to static infographics. Therefore, it can be concluded that animated infographics is more effective compared to static infographics because it offered a more attractive, instructive and interactive visual presentation to learners which catches their attention and help improved their retention and performance in chemical bonding.
Computers & Education, 2008
In this study, the effect of computer-assisted instruction on conceptual understanding of chemical bonding and attitude toward chemistry was investigated. The study employed a quasi-experimental design involving 11 grade students; 25 in an experimental and 25 in a control group. The Chemical Bonding Achievement Test (CBAT) consisting of 15 two-tier questions and the Chemistry Attitude Scale (CAS) consisting of 25 item were the principal data collection tools used. The CBAT and CAS instruments were administered in the form of a pre-test and post-test. Analyses of scores of the two groups in the post-test were compared and a statistically significant difference was found between groups in favor of experimental group. It also seems students from the experimental group were more successful than the control group students in remediation of alternative conceptions. The results of this study suggest that teaching-learning of topics in chemistry related to chemical bonding can be improved by the use of computer-assisted teaching materials.
2019
This research work sought to improve the perception, attitude and conceptual understanding of students, through the use of hands-on instructional approaches in chemical bonding. The final year general art four (4) Students of John Evans Atta-Mills Senior High School numbering 50 was the sample used for the study. The research instruments used included observation, interview, questionnaires and tests. It was observed that these students believed that, the content of chemical bonding is difficult and boring, also the concept was always taught without practical activities (hands-on activities) hence the wrong perception and low conceptual understanding of students which facilitate no attempt to excel in the subject. The students were engaged in hands-on activities, group work and constant use of teaching and learning materials to develop and sustain their interest in the subject. It was deduced that the lack of activities involving learners affected their conceptual understanding and performance in integrated science. It is hoped that learners will be more engaged in the teaching and learning process through the use of hands-on activities to help change their perceptions, improve the conceptual understanding and also to develop and sustain their interest in the subject matter.
Students’ conceptual level of understanding on chemical bonding
2012
The purpose of the study was to investigate the effectiveness of conceptual change oriented instruction on students’ conceptual understanding of chemical bonding concepts. Pretest - posttest design of quasi-experimental method was used to determine the effectiveness. Traditionally developed textbook and analogies were utilized in the control group whereas conceptual change texts and Teaching-With-Analogies Model were used in the experiment group. Results revealed that conceptual change oriented instruction caused better understanding, and two modes of instruction developed similar attitude toward chemistry. Science process skill was a strong predictor in understanding, but no effect of gender difference on understanding and on students’ attitudes was found. Also, semi-structured interviews were used to examine students’ understanding in detail. Pabuçcu, Aybüke & Geban, Ömer (2012). Students’ conceptual level of understanding on chemical bonding, International Online Journal of Educational Sciences, 4 (3), 563-580.
Needs Analysis: Development of Web-Based Learning Media on Chemical Bond Concepts
JTK (Jurnal Tadris Kimiya), 2021
The study aims to explain the need for developing web-based learning media on chemical bonding concepts. This research is descriptive research with a survey method. The sample of this research is the teacher of chemistry subject who teaches chemical bonding concepts at Senior High School in Langsa city. Data collection techniques using questionnaires, interviews, and documentation. The data collected is data on needs on aspects of teacher readiness, student needs, and support. Data analysis uses descriptive qualitative and quantitative descriptive analysis techniques. The results showed that teachers of chemistry subjects at Senior High School in Langsa City had the readiness to use web-based learning media that would be developed. Based on the teacher's response, the development of web-based learning media on chemical bonding material is strongly needed by teachers and students. The support of facilities and human resources at Senior High School in Langsa City on web-based lear...
Proposed pedagogies for teaching and learning chemical bonding in secondary education
Chemistry Teacher International - Best Practices in Chemistry Education , 2020
In a preceding publication (Tsaparlis, G., Pappa, E. T., & Byers, B. (2018). Teaching and learning chemical bonding: Research-based evidence for misconceptions and conceptual difficulties experienced by students in upper secondary schools and the effect of an enriched text. Chemistry Education Research and Practice, 19(4), 1253-1269), we reviewed previous studies on students' misconceptions and conceptual difficulties with the topic of chemical bonding and tested the knowledge of tenth-grade Greek students on certain key aspects of bonding. In addition, we presented an enriched teaching text on this topic for the tenth grade and examined its effectiveness with regard to the same aspects of bonding. In the present study, we review earlier studies, which made proposals concerning the teaching of this topic, and provide some proposals of our own, based on the findings of our previous study. We recommend that a spiral curriculum spanning all three upper-secondary grades should be adopted. A learning progressions approach, employing lower and upper anchors of relevant scientific knowledge is considered, and a proposed list of potential core concepts, lever concepts, and stepping-stones are presented. Finally, the pros and cons of a modern qualitative quantum mechanical approach to bonding are considered. https://orcid.org/0000-0002-0856-747X
International Journal of Engineering Pedagogy (iJEP)
The concept of chemical bonding is a crucial one in chemistry that occurs throughout the school curriculum and forms the basis of many topics in chemistry. Furthermore, learning about chemical bonding allows the learner to make predictions and provide explanations regarding the physical and chemical properties of substances. However, chemical bonding has been cited as one of the most difficult chemistry concepts for many secondary and higher education students to understand, and therefore, teachers can find it difficult to teach this concept due to the complexity of the underlying theory as well as the need to use abstract models to represent chemical bonds. The teaching methods used in the implementation of the concept can also be challenging. The aim of this study is to reveal the difficulties and alternative conceptions encountered by Moroccan secondary school students when learning concepts related to chemical bonding, the main causes of these difficulties, and the strategies us...
Computers & Education, 2009
This paper aims to determine the effect of conceptual change texts accompanied with computer animations on 11th grade students' understanding and alternative conceptions related to chemical bonding. One experimental group (EG; N = 28) and one comparison group (CG; N = 30) were used in the study. While the comparison group taught traditional instruction, the experimental group received conceptual change text accompanied with computer animations instruction. Chemical bonding achievement test was applied as pre-test, post-test and delayed test to collect data. The results of the study indicated that while there is no statistically significant difference between groups in pre-test, performance of EG students is greater than the CG ones in post-test and delayed test. And also, the EG students are better in remediating their alternative conceptions related to chemical bonding. Based on the study, it is concluded that conceptual change texts combined with computer animations can be effective instructional tools to improve students' conceptual understanding of chemical concepts.