Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

Hrin, Tamara N.; Milenković, Dušica; Segedinac, Mirjana; Horvat, Saša A.

doi:10.2298/jsc160811097h

Cited by 12 publications

(12 citation statements)

References 27 publications

(64 reference statements)

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“…These beliefs are in line with the results from another study, which stated that chemistry teachers should implement different types of systems thinking skills, while also helping students in the complex process of their development, 40 especially regarding understanding chemical concepts, which is quite complex 1204 FERK SAVEC et al…”

Section: Prospective Chemistry Teachers' Perceptions 1203supporting

confidence: 79%

“…ment teaching strategies that help students to bridge the gap between the three levels of chemical concepts more easily. [40][41][42][43] Chemistry teachers should be aware that the development of students' perceptions of chemistry as a school subject is largely dependent on teachers' attitudes towards chemistry and its teaching. It was established that, for the majority of students, knowing that help will be offered by chemistry teachers was the most important factor in their preference for chemistry; 16 a good teacher should therefore help students learn chemistry in the most effective way possible.…”

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confidence: 99%

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Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland

Savec

Urankar

Aksela

et al. 2017

JSCS

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The main purpose of this paper is to present Slovenian and Finnish prospective chemistry teachers' perceptions of their future profession, especially with regard to their understanding of the role of the triple nature of chemical concepts (macro, submicro and symbolic) and their representations in chemistry learning. A total of 19 prospective teachers (10 Slovenian, 9 Finnish) at master's level in chemical education participated in the research. The prospective teachers' opinions were gathered using an electronic questionnaire comprising six open-ended questions. The study revealed many parallels between Slovenian and Finnish prospective chemistry teachers' perceptions of their future profession and their understanding of the role of the triple nature of chemical concepts, especially particle representations, in chemistry learning. The majority of the prospective teachers from both countries believe that personal characteristics are the most important attribute of a successful chemistry teacher. Thus, they highly value teachers' enthusiasm for teaching and the use of contemporary teaching approaches in chemistry. The prospective teachers displayed an adequate understanding of the role of the triple nature of chemical concepts (i.e., particle representations) in the planning and implementation of a specific chemistry lesson.

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Section: Prospective Chemistry Teachers' Perceptions 1203supporting

confidence: 79%

mentioning

confidence: 99%

Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland

Savec

Urankar

Aksela

et al. 2017

JSCS

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“…This cyclic diagrams lead the students easier in understanding the chemistry inter-related concepts and it was the key element in the teaching-learning as the representation to teach chemistry globally (Fahmy & Lagowski, 2011). The cyclic diagrams emphasizing on the inter-relations among new concept with those previously acquired, hence it provides more information to the students compared the concept maps only (Hrin, Milenković, Segedinac, & Horvat, 2016).…”

Section: Resultsmentioning

confidence: 99%

The Profile of Students’ Analytical Thinking Skills on Chemistry Systemic Learning Approach

2019

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The movement of educational systems on the 21st century need to be change from linearity to systemic form. The aims of this research is to determine the effect of Chemistry Systemic Learning Approach (CSLA) toward Students' Analytical Thinking Skills (SATS). A preexperimental with pre-test and post-test design was adopted in this research. The population of this study were all of the students of public senior high school in Kulon Progo regency, Yogyakarta, Indonesia. Two classes from a public senior high school in those regency were cluster randomly selected as the research samples. A Systemic Test on Analytical Thinking (STAT) was used to collect the data of SATS, before and after the implementation of CSLA. The STAT covering four indicators of analytical thinking, they are differentiating, organizing, and attributing indicators. Meanwhile, the CSLA was integrated in the teachinglearning process and in the STAT, the CSLA was presented in the form of cyclic diagrams. The data of SATS on CSLA were analyse according to paired samples t-test and n-gain category analysis. The results of these analysis indicates that there was significant effect of CSLA on SATS. Moreover, the profile of SATS shows a satisfied improvement after the implementation of CSLA. Overall, a high n-gain category was reached that indicates the enhancement of students' understanding of the inter-related concept in chemistry. This study gives a significant contribution on the use of CSLA to improve SATS. Hence, the used of CSLA should be emphasized on chemistry learning to promote students' higher order thinking skills.

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“…9 Fahmy and between these concepts. 10,11 A variety of methods were used for the evaluation of systems thinking: by assessing students' understanding of simple system diagrams, by using the 'think aloud' procedure, interviews, cognitive mapping. 12 Systemic diagrams could be used for evaluation of meaningful learning in Chemistry; they are destined to evaluate a large number of concepts.…”

Section: Systems Thinkingmentioning

confidence: 99%

“…Lagowski10 proposed the systemics perspective in teaching and learning in Chemistry, as a way to promote meaningful learning 11. They defined systemics or systemic diagrams as 'arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made explicit to the learner, using concept map-like representations' [Ref.…”

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confidence: 99%

Assessment Tasks to Measure Systems Thinking and Critical Thinking in Organic Chemistry

Timofte

Popuș

2019

Acta Chemica Iasi

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Humans of 21st century should possess higher order thinking skills such as critical thinking and systems thinking skills. Development and assessment of students’ critical thinking and systems thinking skills should be a crucial objective for every teacher. However, only relatively recently the scientists proposed models for the development of items to measure systems thinking and critical thinking. Herein are presented theoretical issues regarding systems thinking and critical thinking, as well as examples of items which could be used to assess systems thinking and critical thinking, on the topic of manipulation of functional groups in organic chemistry.

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Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

Cited by 12 publications

References 27 publications

Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland

Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland

The Profile of Students’ Analytical Thinking Skills on Chemistry Systemic Learning Approach

Assessment Tasks to Measure Systems Thinking and Critical Thinking in Organic Chemistry

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