Previous work has shown that the formation of misconceptions remains one of the most significant barriers to progress for chemistry students. Determination and visualization of the shapes of molecules using valence shell electron pair repulsion theory (VSEPR theory) is an example of an abstract concept that students often find difficult to learn. Concepts may be better understood if the learning process were supported by innovative, interactive, learning resources. In order to address the conceptual difficulties that students may encounter when using VSEPR theory, an activity has been developed that is supported by simple molecular models. Activity cards give students the opportunity to work through the steps required to predict the shape of a molecule in an engaging manner that promotes social learning. Students were tested before and after the activity. A statistically significant improvement in scores (p = 0.001) was found, which indicates that the activity cards and molecular models could help students understand the topic.
Studies of undergraduate student satisfaction, academic performance and retention in Higher Education (HE) identify the critical importance of the first year for shaping their attitudes and approaches to learning. Positive transition into HE has a direct impact on students' later learning experience, particularly during their first year. Most interventions to support transitions are based on institution-driven approaches such as courses on learning and study skills. Here we describe how podcasting can be used to developing a new approach to support transition by tapping into the knowledge and experience of current undergraduates.
Previous research has reported that many high-school and undergraduate students have difficulty explaining the relationship between polarity and electronegativity even though they may be familiar with the concept of polarity. This study aims to address these misconceptions using a leaflet and assess its effectiveness using questionnaires and concept testing. A simple, colorful printable leaflet was produced and distributed to students in Indonesia. The Leaflet on Electronegativity (LoEN) provided students with an overview of the theoretical basis of the concepts and guidance on applying these principles. The leaflet format is cheap and easy to mass-produce, which is an important factor given the limited access to other types of appropriate learning resources in Indonesia. The leaflet formed the basis of a classroom discussion activity. Visualization is known to play an important role in constructing students' conceptual understanding, so the leaflet made extensive use of diagrams to explain relevant concepts. The leaflet was printed in full color to make it visually appealing and facilitate student learning. Students were tested before and after learning with the LoEN. A Paired-sample t-test using SPSS is used to compare the pretest and posttest scores to measure the effectivity of the LoEN.A statistically significant improvement in scores (p = 0.000) was achieved, which indicates that using the LoEN in the classroom helps students understand the topic. Also, students' positive responses signify that the LoEN provides an engaging way to learn the concepts.
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