Computer-Based Learning in Chemistry Classes

Pietzner, Verena

doi:10.12973/eurasia.2014.1084a

Cited by 16 publications

(13 citation statements)

References 41 publications

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“…teacher education programmes), the current capacity of these universities has been increasing year by year and exposing to crowded classes. Ferreira et al, 2013;Çalık et al, 2014a, 2014b, 2015Pietzner, 2014). chemists) use of the chemistry laboratory and inquiry-based methods.…”

Section: Implications For Practice and Learningmentioning

confidence: 99%

A cross-age study of science student teachers' chemistry attitudes

Çalık

Ültay

Kolomuç

et al. 2015

Chem. Educ. Res. Pract.

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The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders' mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs' positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.

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Section: Implications For Practice and Learningmentioning

confidence: 99%

A cross-age study of science student teachers' chemistry attitudes

Çalık

Ültay

Kolomuç

et al. 2015

Chem. Educ. Res. Pract.

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“…Computer-based learning is another technique used in the chemistry teaching and learning process in secondary schools for several chemistry-related subtopics. Research conducted in German secondary schools revealed that the chemistry subtopics of chemical bonding, chemical equilibrium, the structure of matter, organic reaction mechanisms and electrochemistry can be taught using computer-based learning techniques (Pietzner, 2014). However, according to Paulson (2009), students do much better in the organic chemistry subtopic when they are able to have many open-ended discussions during the teaching and learning process as opposed to only having the teacher talk.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools

Byusa

Kampire

Mwesigye

2020

EURASIA J MATH SCI T

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This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers' alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC.

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“…One of the cooperative learning models that can be applied to increase the students' problem-solving abilities is learning through advanced organizer model. Advance organizer model is a short presentation of visual and verbal information that does not contain any specific content or material of new material to be studied (Atomatofa, 2013;Chuang & Liu, 2014;Nurhayati, 2017;Pietzner, 2014). The application of this learning model has been done by several researchers and gives positive impact in improving students' learning outcomes (Panggabean, 2013;Silaban & Napitupulu, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation

Putra

Widyawati

Asyhari

et al. 2018

Tadris

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Students' low mathematical communication skill is influenced by several factors such as learning models applied by teachers in the classroom and the students' learning motivation. Advanced organizer Model is appropriate to improve the students' low ability. This study aims to determine whether: (1) there is an influence of advance organizer model toward the mathematical communication skill; (2) there is an influence of learning motivation toward the students' mathematical communication skill, and; (3) there is an interaction between learning model and motivation toward mathematical communication skill. This research employs quasiexperimental design and the statistical analysis used is the two-ways variance with unequal cells. The result of this research shows that:(1) there is an influence of advance organizer model toward mathematical communication skill; (2) there is an influence of learning motivation toward students' mathematical communication skill, and ; (3) there is no interaction between learning model and motivation toward mathematical communication ability.

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Computer-Based Learning in Chemistry Classes

Cited by 16 publications

References 41 publications

A cross-age study of science student teachers' chemistry attitudes

A cross-age study of science student teachers' chemistry attitudes

Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools

The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation

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