Development of an Integrative Learning Unit to Enhance Students’ Conceptual Understanding of Dissolution and Their Reasoning Sophistication

Abstract

Chemistry education requires establishing connections between chemistry concepts and learners' experiences encountered in the real world. However, due to the abstract nature of chemistry which is regularly displayed in an isolated-fashion in classrooms, this results in the difficulty when learners utilize knowledge relationally and rationally. To ease this learning issue, a conceptually integrative learning unit incorporating chemical concepts of dissolution was developed, involving polarity, concentration, and chemical structure. The purposes of this study are threefold. The first is to cognitively embrace students in the content in terms of factual and applied knowledge. The second is placed on the reasoning sophistication, which plays a crucial role in problem solving, decision making, and data interpretation, by classifying it into three levels: Intuition, hybrid, and analytics. The third is to explore cognitive authority reflecting forms of knowledge which students lean towards when making decision: Direct experiences (first-hand knowledge) and learning from other people (second-hand knowledge). This research study was conducted in a quantitative manner based on a pretest-posttest design with 79 upper secondary students. The results showed that there was a statistically significant increase in students' conceptual understanding in both factual and applied knowledge, after participating in the developed learning unit. In addition, over 20% of the students exhibited more sophisticated reasoning skills (i.e. hybrid or analytic level of reasoning). Furthermore, forms of cognitive authority underpinning the reasoning skills shifted from secondhand knowledge towards first-hand knowledge after participating in the learning unit, which is considered as a more scientifically appropriate form of knowledge.

Approaches for Implementing STEM (Science, Technology, Engineering & Mathematics) Activities among Middle School Students in Thailand

“…A lack of scientific content leads students to rely one common sense when solving problems. In contrast, more sophisticated reasoning, problem-solving and creativity are expressed when students hold a good ground of scientifically accurate understanding (Pittayapiboolpong & Yasri, 2018).…”

“…Also, the nature of scientific inquiry allows students to construct knowledge by themselves through experimentations and discussion. Therefore, completing the provided activities would lead to effective conceptual development (Pittayapiboolpong & Yasri, 2018).…”

“…However, considering in particular which approach is more effective in promoting conceptual understanding, the result showed that those participating in the linear model outperformed those in the jigsaw learning significantly. This is due to the fact that experiencing first-hand knowledge allows learners to gain and retain information and develop profound understanding compared to those experiencing second hand knowledge (Pittayapiboolpong & Yasri, 2018). However, such profound understanding requires a great deal of time.…”

“…Turning to the linear design, instead of portraying STEM activities as single events of engineering design activities, this STEM approach starts with a series of inquiry-based investigations of science and mathematics activities, before reaching an engineering design activity in the end (Pisanpanumas & Yasri, 2018). The linear design employs a systematic curriculum that arranges topics in a unidirectional fashion, starting from simple to more advanced concepts, and from theoretical to more practical aspects by creating a sequence of learning activities that are consistent with the national science education standards (Pittayapiboolpong & Yasri, 2018). To be more precise, before allowing students to experience an engineering design activity, the linear model lays scientific and mathematical foundations that are relevant for solving the engineering design activity.…”

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

“…Constructivism has changed that role, so lecturers helps students to build knowledge instead of just presenting facts. Constructivist lecturers provide tools such as problem solving and inquiry-based learning activities, sharing experiences, discussions, creating concept maps and building a broader picture of concept [35]. Students formulate and test their ideas, draw inferences and conclusions, and integrate their knowledge in a collaborative learning environment.…”