A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

Ghirardi, Marco; Marchetti, Fábio; Pettinari, Cláudio; Regis, Alberto; Roletto, Ezio

doi:10.1021/ed3002336

Cited by 25 publications

(19 citation statements)

References 25 publications

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“…In addition to the studies in which chemistry teaching is carried out by using different GOs together, it is seen that there are studies in which teaching is carried out with a single GO type in the teaching of chemistry subjects and such studies are relatively more common. While it is seen that concept maps are the most used GO types in such studies (Aguiara & Correia, 2016;Ghirardi et al, 2014;Moyses, Rivet, &. Fahlman, 2010;Nakiboğlu & Ertem, 2010;Polancos, 2013;Singh & Moono, 2015), mind map (Ezeh & Okeke, 2018;Nyagblormase et al, 2021), Vee diagram (Chamizo, 2012;, Nakiboğlu & Nakiboğlu, 2017cPolancos, 2013), flow diagram (Davidowitz, B & Rollnick, 2001;, decision map (DeMeo, 2007) are the other GO types used.…”

Section: The Rationale and Research Questions Of The Studymentioning

confidence: 99%

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Nakıboğlu

Nakiboğlu

2021

Int J Phys & Chem Ed

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The purpose of this study is to evaluate the views and experiences of the prospective chemistry teachers (PCTs) about the use of graphic organizers (GOs) supported with interactive PowerPoint presentation technology in teaching electrochemistry concepts. Ten GOs were developed and a pair of slides for all of them which contains partial and complete versions of the GOs was constructed. Participants of this study consisted of two different study groups. The preliminary trial of the study was carried out with four senior PCTs who have previously taken both an Electrochemistry course and an elective course concerning graphic organizers. Data from the first group of the study were collected by semi-structured interview and the experiences of the first group regarding the difficulties experienced during traditional electrochemistry teaching (didactic lecture) were examined. The second study group was eight PCTs who were in the fifth semester and were taking the Electrochemistry course while the study was being undertaken. In the last three weeks of the Electrochemistry course in the second study group, the course was taught with GOs supported with interactive PowerPoint presentation technology, and then the views of them were taken by a written opinion form. At the end of the study, three themes emerged regarding the experiences of the PCTs for the traditionally taught electrochemistry course. These are "difficulties", "inadequacy", and "not being beneficial". It was also concluded that the PCTs thought that the use of GOs supported with interactive PowerPoint presentation technology in teaching electrochemistry could enhance the comprehension and motivation of students.

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Section: The Rationale and Research Questions Of The Studymentioning

confidence: 99%

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Nakıboğlu

Nakiboğlu

2021

Int J Phys & Chem Ed

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“…Chemistry is said to exist at three operational levels: the macroscopic, microscopic, and the symbolic representation (Johnstone, 2000;Taber, 2013;Talanquer, 2011). Effective teaching strategies that assist learners to switch between operational levels are considered very necessary in chemistry (Ghirardi, Marchetti, Pettinari, Regis, & Roletto, 2014;Johnstone, 2000;Talanquer, 2011).…”

Section: Theoretical Framework and Related Literature Reviewmentioning

confidence: 99%

Teaching of Chemical Equilibrium at Further Education and Training Band: Problems and Prospects

Marumure¹

2020

UCER-A

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Chemical equilibrium, a school topic, where learners manifest many misconceptions. The manifestation of misconceptions is considered as a reason for exploring problems and prospects of teaching chemical equilibrium. An exploratory survey, descriptive in nature was conducted in the Thohoyandou cluster of schools in the Vhembe district of the Limpopo province. Forty educators responded to questionnaires while five "well experienced" educators and two subject advisors were interviewed. The study showed educators' deficiency in subject content knowledge and pedagogical skills to address abstract concepts. Conceptually incorrect, inappropriate, or irrelevant practical experiments, demonstrations, and analogies are used in teaching chemical equilibrium concepts formed part of the findings. Systematic professional development on subject content matter and pedagogical skills are recommended.

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“…Informal feedback from the students revealed that they valued having the virtual “chalk and talk” discussions. Through these discourses, the instructor was able to identify and clarify students’ conceptual difficulties and misunderstandings pertaining to topics such as chemical equilibria, which is considered to be one of the more complex concepts in chemistry …”

Section: Introductionmentioning

confidence: 99%

“…Through these discourses, the instructor was able to identify and clarify students' conceptual difficulties and misunderstandings 12 pertaining to topics such as chemical equilibria, which is considered to be one of the more complex concepts in chemistry. 13 Are You Paying Attention, and Do You Understand?…”

Section: ■ Introductionmentioning

confidence: 99%

Balancing the Disruptions to the Teaching and Learning Equilibrium—Responsive Pedagogic Approaches to Teaching Online During the Covid-19 Pandemic in General Chemistry Classes at an Arabian Gulf University

Wilson

2020

J. Chem. Educ.

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This reflection looks at pedagogic strategies employed in General Chemistry classes for English Language learners (ELLs) in a rapid response to the COVID-19 pandemic. The approaches included the use of small group systems thinking (ST) activities and a variety of formative assessments geared toward maintaining and enhancing students' language competencies, engagement, and motivation while studying in an online environment. The activities also allowed for prompt instructor feedback. Although the development of these activities proved to be time-consuming, they provided students with an opportunity to reinforce their scientific knowledge construct due to increased participation, time spent on tasks, and communication among peers.

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A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

Cited by 25 publications

References 25 publications

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Teaching of Chemical Equilibrium at Further Education and Training Band: Problems and Prospects

Balancing the Disruptions to the Teaching and Learning Equilibrium—Responsive Pedagogic Approaches to Teaching Online During the Covid-19 Pandemic in General Chemistry Classes at an Arabian Gulf University

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