The Ability of Beginning University Chemistry Students to Use ICT (Information and Communication Technology) in Their Learning in 2002 (original) (raw)
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Journal of Education and Educational Development, 2017
The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9 th grade were selected randomly from Kohsar Public School and College Latamber Karak. samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.
and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9 th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent 73 Vol. 4 No. 1 (June 2017) Journal of Education and Educational Development samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.
The Utilization and Integrating of ICT in Chemistry Teaching in Iranian High Schools
2009
The purpose of this paper is to find some features to develop the utilization of ICT (Information and Communication Technologies) in practical classes and derive some findings useful to experts, making ICT applicable in classes. A questionnaire was developed to investigate experts' views toward integration of ICT in practice classroom. Twenty high school science experts were randomly selected to fill the questionnaires. It was found that in general they highly agreed to change chemistry curriculum using ICT for accessing the internet and other teaching-related facilities. The surveyed experts had very positive views toward ICT and their comments were effective for changing the learning environment.
Contemporary Mathematics and Science Education
The study investigated the potential of information and communication technology (ICT) in the teaching of chemistry at Senior High Schools (SHSs) in Ghana. The study uses a cross-sectional survey design while employing purposive and simple random sampling techniques to select the SHSs and science teachers, respectively. A total of three chemistry teachers were sampled from 10 SHSs purposely selected making a total of 30 teachers. The study investigates the competence and ICT tools usage by science teachers and how the usage of these tools can be sustained and improved for the teaching of chemistry in Ghana. Furthermore, the study identifies the possible factors that impede science teachers' use of ICT tools in teaching chemistry at the SHSs in Ghana. The study has found that science teachers are competent in using ICT tools in performing teaching and learning activities. However, the utilization of ICT has not been most effectively utilized in secondary schools in teaching and learning chemistry since the general usage of ICT by teachers was low. Besides, the study found that the utilization of ICT tools in teaching chemistry is bedeviled by myriads of factors and these factors greatly influence the science teachers' and students' capabilities of using ICT for the teaching-learning process. These factors were found to be teacher-level factors, cost-related factors, technological-related factors, management and leadership-related factors, and environmental-related factors. Based on the findings of the study, it is recommended that the Ministry of Education should ensure that adequate ICT resources and facilities needed for proper utilization of ICT tools for teaching and learning chemistry in SHSs in Ghana are provided in the right numbers.
Information and Communications Technology in Chemistry Education
2016
This article looks at the possibilities of Information and communications technology (ICT), which is also central in supporting teaching and learning of chemistry. It is also vital in promoting sustainable development. ICT is a general concept, under which all different media and technologies can be placed, which can be used as support in data processing. The topic is quite broad and needs demarcation. The theory of blended learning can be used here, which is one of ICT's theory frames that models the possibilities of using them in teaching (see Pernaa & Aksela, 2013). In order to support pondering, examples and recommendations of software are presented, which the teachers' can exploit in teaching. This article is partly based on Johannes Pernaa's doctoral dissertation, which was completed in 2011 (Pernaa, 2011), where it was researched, how ICT-based chemistry learning environments are developed based on research. The developing of learning environments based on research is an important standpoint in the topic, which is why we look at it more closely at the end of this article. The general opportunities of Information and communications technology Through literature on blended learning, the opportunities of ICT can be for example divided into four categories:
DEVELOPMENT OF SCIENTIFIC SKILLS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES IN CHEMISTRY CLASS (Atena Editora), 2022
El siguiente artículo es un constructo que se encuentra inmerso en actividades del trabajo de investigación doctoral el cual titula: “QUÍMICA Y BIOLOGÍA CUÁNTICA: ANÁLISIS Y SUPERACIÓN DE OBSTÁCULOS EPISTEMOLÓGICOS EN EL DESARROLLO DE COMPETENCIAS CIENTÍFICAS, EN LA EDCUACIÓN MEDIA”. De otro lado, es importante señalar que en este artículo se propone el dar a conocer el desarrollo de competencias científicas en clases de química con la mediación de tecnologías de la información y la comunicación “TIC”. por lo demás, es relevante exponer que la investigación en este aparte se enfatizó en el tema del enlace químico y las fuerzas intermoleculares; permeados por la mecánica cuántica. En ese mismo sentido, el proceso de investigación se resolvió como un estudio cualitativo, permeado por la etnografía. Asimismo, es importante resaltar que la investigación se presentó en la institución educativa Álvaro Echeverry Perea de la ciudad de Cali, con una población de 266 educandos, Y; como muestra de estudio tenemos 13 jóvenes. Las técnicas utilizadas en el estudio están relacionadas con las tecnologías de la información como: WhatsApp, You Tube, El correo electrónico, Class room, Google meet, Zoom, el celular, la computadora o pc, internet.
Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses
Computers & Education, 2007
This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an electronic forum, computerized visualizations, and Web-based projects, into their curriculum. The learning technologies were integrated to enhance inquiry-based learning, visualizations, and knowledge sharing. The current study investigated chemistry instructorsÕ perceptions toward ICT and their activities while practicing the newly introduced technologies. The findings showed that integrating new practices is a phase-dependent process that consists of promises as well as complexities. Four transition steps were found to characterize the integration of ICT-learning environments: non-active, support-dependant, partial-independant, and total-independant. Findings indicated that the transition from traditional to ICT-enhanced learning environments involves ambivalent feelings and dichotomy among instructors.
2019
Abstract The pattern of teaching and learning process today is expected to shift from the conventional method to a more dynamic and flexible one, which is learner-centered. This is because the approach influences the content, activities, materials, and pace of learning. It also enhances independent learning. It has, however, been observed that this new method is not in use due to ignorance of its effect on the academic achievement of secondary schools in Nigeria and Enugu state in particular. This study, therefore, tried to answer the question, what is the effect of computer-assisted instruction on academic achievement of secondary school students? Data for answering this research question was generated from Chemistry Achievement Test which contains fifty questions in all consists of forty multiple-choice items and ten items or fill in the blank short answers were used to derive answers to research questions and to test hypotheses. The teacher-made test on two selected units in Chemistry used for the treatment and control groups pretest and posttest scores were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The study that computer-assisted Instruction is significantly better than the expository method in enhancing students’ achievements in chemistry. That method, gender, and location did not produce a combined effect on the mean achievement scores obtained by students in chemistry achievement test. The implication is that since the traditional instruction methods do not enhance students' achievement in chemistry, they should be taught with the innovative teaching method (computer-assisted instruction) as its efficacy has been established in this study.
GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION
It can be observed that student’s interest in chemistry has a tendency to decrease in the schools of Latvia. As information technologies in the world develop possibilities to use computer and Internet in everyday life are increasing. Internet is becoming an integral part of daily life not only for adults, but also for school children. It should be mentioned, that appropriate information technology equipment is lacking in many natural science classrooms of schools in Latvia. Schools are trying to solve these situations by equipping chemistry classrooms with at least one computer and projector. Therefore, teachers have a chance to obtain skills for working with IT. The use of Internet and IT is stimulating factor to raise students’ interest in chemistry, therefore a method was developed which is based on enhancing students’ interest in chemistry by using Internet and IT at home. Under students’ extracurricular activities students search for information about a chemistry topic in Inter...
The use of the Internet for teaching Chemistry
Analytica Chimica Acta, 2000
Over the past 20 years there have been astounding advances in computer hardware and software. Many recent developments have focused on the Internet and the World Wide Web (WWW). The Internet has made a huge impact on the way chemists work, but as yet far less on the way they teach.