Effectiveness of the REACT Strategy on 12th Grade Students’ Understanding of the Alkenes Concept

Karsli, Fethiye; Yiğit, Mahmut

doi:10.1080/02635143.2017.1295369

Cited by 25 publications

(28 citation statements)

References 42 publications

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“…This study has been limited to examining the representation in the nucleophilic substitution and elimination reactions of alkyl halides in organic chemistry textbooks. In , 2014;Flynn, 2015;Karslı & Yiğit, 2017;Şendur, 2012;Şendur & Toprak, 2013).…”

Section: Recommendationsmentioning

confidence: 99%

“…Sayfa 71-92 teaching of organic chemistry, and studies conducted to determine the understanding of students in organic chemistry gain importance. Numerous study has found that organic chemistry is perceived as a difficult course for many students at different education levels and most students have conceptual difficulties in organic chemistry subjects (Cruz-Ramirez de Arellano & Towns, 2014;Flynn, 2015;Karslı & Yiğit, 2017;Şendur, 2012;Şendur & Toprak, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Representations in Organic Chemistry Textbooks: Nucleophilic Substitution and Elimination Reactions of Alkyl Halides

Şendur

2021

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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Nucleophilic substitution and elimination reactions of alkyl halides are one of the major reactions encountered many times in organic chemistry course content. It is important to include different representations of these reactions, which have an essential place in organic chemistry lessons, in the textbooks, and to integrate them. Therefore, this study aims to reveal what kind of representations are used regarding the nucleophilic substitution and elimination reactions of alkyl halides in textbooks frequently used in organic chemistry courses in the departments of Chemistry Education in Turkey. For this purpose, how these reactions were represented according to verbal, symbolic, and visual representation types in four textbooks was examined descriptively. Analysis results revealed that verbal representations were mostly used in both substitution and elimination reactions, followed by symbolic representation. Furthermore, the study showed that visual representations were given extremely little space in all textbooks, even in very abstract subject content such as stereochemistry. Finally, the study revealed that there were fewer visual representations in elimination reactions than nucleophilic substitution reactions.

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Section: Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Representations in Organic Chemistry Textbooks: Nucleophilic Substitution and Elimination Reactions of Alkyl Halides

Şendur

2021

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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“…Several studies on learning with the application of the REACT strategy (Relating, Experiencing, Applying, Cooperating, Transferring) have been conducted by Jelatu & Ardana (2018), Ultay & Calik (2011), Karsli & Yigit (2017), Bilgin et al (2017), and Utami (2016). These studies only reveal the effect of using the REACT strategy on learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of React Strategy Combined With Constructivism Based-Module in Improving Students’ Critical Thinking Skills, Learning Outcomes and Self-Efficacy

Muhibbuddin¹,

Hayuni²,

Pada³

2021

IJASOS- International E-Journal of Advances in Social Sciences

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Critical thinking skills play an important role in improving students' learning outcomes. The development of critical thinking skills and learning outcomes are also influenced by self-efficacy. Studies show that the students' critical thinking skills and learning outcomes have not been maximized due to low in students' selfefficacy. Therefore, the innovation in learning process is needed to tackle these problems. This study aims to determine whether the application of relating, experiencing, applying, cooperating, transferring (REACT) strategies combined with constructivism-based modules can improve the students' critical thinking skills, learning outcomes and self-efficacy. This study employed the experimental method with a pretest-posttest control group design. The research subjects were 105 students who were divided into two groups, namely the experimental group which consist of 54 students and the control group consist of 51 students. This research was conducted in the even semester of the 2019/2020 school year at Nagan Raya High School, Aceh, Indonesia. The parameters which measured here are the critical thinking skills, the learning outcomes and self-efficacy. Data on critical thinking skills and learning outcomes were analyzed using parametric statistical tests, and data for self-efficacy were analyzed using interval successive method (MSI). Data for the correlation among students' self-efficacy, critical thinking skills and learning outcomes were analyzed through correlation and regression analysis. The results indicate that the application of the REACT strategy combined with constructivism-based modules can improve students' critical thinking skills, learning outcomes and self-efficacy. Self-efficacy contributes to improve the students' critical thinking skills and learning outcomes.

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“…In this case, it is expected that the learning process is more meaningful and take place naturally, the students can be actively involved and experienced not only the transfer of knowledge from teacher to student (Hamdayana, 2014). The REACT strategy is effective for refining alternative conceptions and helping students to maintain new conceptions in their long-term memory (Karsli & Yigit, 2017). The REACT strategy has several stages namely relating, experiencing, applying, cooperating, and transferring.…”

Section: Introductionmentioning

confidence: 99%

Guided Inquiry Model with the REACT Strategy Learning Materials to Improve the Students’ Learning Achievement

Jannah

Supardi

Prabowo

2020

IJORER Int. J. Recent Educ. Res.

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This study aims to describe the effectiveness of learning materials with a guided inquiry model with the REACT strategy to improve students’ learning achievement on heat and temperature topic. It developed with the 4D model and try outed using the One Group Pre-Test Post-Test Design. Data collection methods used validation, observation, and test. The results of this research are that the learning materials have a very valid category and it can be used to improve the learning process. The learning achievement, the average post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 88.57%. The students have a very good response to learning in the range of the answer with agree and very agree. Based on the results of the study it can be concluded that learning materials of the guided inquiry learning model with the REACT strategy can improve the students’ learning achievement on heat and temperature topic. Guided inquiry with the REACT strategy learning is expected to be able to make students more actively in the process of gaining their knowledge directly so that students are easier to remember and interpret.

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Effectiveness of the REACT Strategy on 12th Grade Students’ Understanding of the Alkenes Concept

Cited by 25 publications

References 42 publications

Representations in Organic Chemistry Textbooks: Nucleophilic Substitution and Elimination Reactions of Alkyl Halides

Representations in Organic Chemistry Textbooks: Nucleophilic Substitution and Elimination Reactions of Alkyl Halides

The Implementation of React Strategy Combined With Constructivism Based-Module in Improving Students’ Critical Thinking Skills, Learning Outcomes and Self-Efficacy

Guided Inquiry Model with the REACT Strategy Learning Materials to Improve the Students’ Learning Achievement

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