Effects of Inquiry-Based Chemistry Experimentation on Students’ Attitudes Towards the Teaching and Learning of Chemistry

Nicol, Christian Bob; Gakuba, Emmanuel; Habinshuti, Gonzague

doi:10.33225/jbse/22.21.663

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Likewise, QR code enables them to reinforce their gained ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ knowledge/skills and revise what they have learned. Also, hands-on experiments require them to do experiments that pose related SPS and conceptual understanding (Kızılarslan et al, 2021;Nicol et al, 2022).…”

Section: Figure 1 a Flowchart For The Research Procedures Contextmentioning

confidence: 99%

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Çoruhlu¹,

Çalık²,

Nas³

et al. 2023

JBSE

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Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS. Keywords: mild intellectual disabilities, science education, science process skills

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Section: Figure 1 a Flowchart For The Research Procedures Contextmentioning

confidence: 99%

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Çoruhlu¹,

Çalık²,

Nas³

et al. 2023

JBSE

View full text Add to dashboard Cite

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The effect of the 5E instructional model on students’ cognitive processes and their attitudes towards chemistry as a subject

Сотакова

Ganajová

2023

EURASIA J Math Sci Tech Ed

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The research aim was to examine the effect of the 5E instructional model on students’ cognitive processes and attitudes towards chemistry as a subject. The research was performed at three Slovak grammar schools in the 1st year during the 2nd term of the 2021/2022 school year. This research employed the experimental approach with a quasi-experimental design that involved experimental and control groups. The research sample consisted of 218 students, and it was divided into two groups: the experimental group comprised 114 students (who studied using the 5E model) and the control group comprised 104 students (who studied conventionally). The intervention took place during eight lessons (four two-hour laboratory exercises). A set of inquiry-based activities for the “chemical reactions and equations” thematic unit verified via pilot research was implemented using the 5E model in the experimental group. The research used the following tools: the chemistry concepts test based on the revised Bloom’s taxonomy and a questionnaire to identify the attitudes of students towards chemistry as a subject. The chemistry concepts test results indicated that teaching with the 5E model was more effective than teaching without the 5E model in terms of developing cognitive processes. It affected all the observed cognitive processes (memorization, understanding, application, analysis, and evaluation). After teaching with 5E model, students’ attitudes in experimental group towards learning chemistry as a subject changed significantly. Finally, research presents some recommendations, including conducting more studies on 5E model-based strategy, cognitive processes, and attitudes towards science.

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Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

Hu,

Wang,

Wang

et al. 2024

Front. Psychol.

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IntroductionDue to the limitations of traditional didactic teaching, inquiry-based teaching has attracted increasing attention and has become an important content of curriculum teaching reform in college education. Nevertheless, it is vital to investigate students’ subjective acceptance of inquiry-based instruction and its influencing factors before inquiry-based teaching methods are widely implemented.MethodsIn light of this, taking into account the psychological factors of students, an acceptance model of inquiry-based teaching pedagogy was established based on the extended technology acceptance model (TAM). Three additional variables, namely self-efficacy, implementation quality, and risk perception, were incorporated into the TAM. Firstly, subjective evaluation data of the influencing factors of inquiry teaching acceptance were obtained through a network questionnaire survey from university students in Guangdong, China, using snowball sampling and convenient sampling. A total of 485 valid questionnaires were retrieved, with an effective response rate of 88.2%. Then, internal consistency and reliability, convergent validity and discriminant validity of the model and its hypothesis were tested with reliability and validity tests. Finally, path analysis was used to examine key determinants of students’ acceptance of inquiry teaching and moderators.ResultsResults indicated that the constructed model can explain the acceptability of inquiry teaching for college students by 88.6%; Attitude has a positive significant impact on behavioral intention; Perceived ease of use indirectly affects behavioral intention through perceived usefulness, while perceived usefulness indirectly affects behavioral intention through attitude; self-efficacy not only directly affects behavioral intention but also indirectly affects behavioral intention through implementation quality; implementation quality indirectly affects behavioral intention through perceived usefulness and attitude; students’ risk perception of inquiry-based teaching has no negative impact on behavioral intention.ConclusionOverall, this study has implications for policymakers, teachers or learners in terms of the implementation and promotion of inquiry-based teaching in college classroom.

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Effects of Inquiry-Based Chemistry Experimentation on Students’ Attitudes Towards the Teaching and Learning of Chemistry

Cited by 3 publications

References 21 publications

Improving Science Process Skills of Students With Mild Intellectual Disabilities

Improving Science Process Skills of Students With Mild Intellectual Disabilities

The effect of the 5E instructional model on students’ cognitive processes and their attitudes towards chemistry as a subject

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

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