Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

Ahmad, Nur Jahan; Ishak, Nor Asniza; Bunyamin, Muhammad Abdul Hadi

doi:10.21315/apjee2019.34.10

Cited by 2 publications

(5 citation statements)

References 41 publications

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“…Putra, et al [39] stated that android-based chemistry learning media in the form of multimedia could attract students' interests in learning chemistry. Abstract chemistry concepts are best viewed using visual representations with the aid of modern technology, such as multimedia and animated video [6], [39]. Animation helps to illustrate the chemical phenomena at the submicroscopic level, and to relate it to different symbolic representations of concepts in chemistry [40].…”

Section: "We Need Imagination In Chemistry For Example How the Electron Is Formed How It Moves For Some People They Might Not Able To Imamentioning

confidence: 99%

“…Language plays a significant role in thinking and learning, since learners internalize the it to structure their thinking [46]. Classroom discourse encourages students to internalize their learning before they explain scientific events using their own words [6]. It also enables lecturers to identify and correct students' misconceptions in chemical concepts [6].…”

Section: Discoursing Of Ideasmentioning

confidence: 99%

“…Classroom discourse encourages students to internalize their learning before they explain scientific events using their own words [6]. It also enables lecturers to identify and correct students' misconceptions in chemical concepts [6]. As such, discourse of ideas indicates the existence of active knowledge construction in the learning process.…”

Section: Discoursing Of Ideasmentioning

confidence: 99%

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Student experience of using mobile devices for learning chemistry

Lok¹,

Hamzah

2021

IJERE

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Mobile devices have been utilized as an emerging learning tool in the 21st century to support the learning of chemistry. This study aimed to identify matriculation students’ learning experience with regards to the use of mobile devices for learning chemistry. The study employed a qualitative case study approach, which was carried out in a matriculation college. Online diaries and interviews were utilized as the instruments of the study. A total of 84 students initially reflected their learning journey using an online diary, whereas 17 students who were active in mobile learning were purposely selected for the interview. The findings revealed that students have positive and negative experiences towards the use of mobile devices for learning chemistry. They positively perceived that using a mobile device for learning chemistry promotes knowledge construction, visualization of abstract concepts, self-control in learning and intellectual discourse. However, the issue of learning resources quality challenged their available cognitive capacity for learning chemistry. This study offered educators with insights about the importance of incorporating mobile devices for learning chemistry. Educators can plan the appropriate instructional strategies for chemistry based on the students’ learning needs.

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Section: "We Need Imagination In Chemistry For Example How the Electron Is Formed How It Moves For Some People They Might Not Able To Imamentioning

confidence: 99%

Section: Discoursing Of Ideasmentioning

confidence: 99%

Section: Discoursing Of Ideasmentioning

confidence: 99%

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Student experience of using mobile devices for learning chemistry

Lok¹,

Hamzah

2021

IJERE

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“…The terms such as oxidation and reduction make the topics even more difficult. In a study by Ahmad & Lah (2013) and Ahmad et al (2019), they identify differences in students' everyday understanding of electrochemistry and the curriculum; thus, designed teaching that contains practical activities at a fine grain size could address the students' conceptual understanding of this topic.…”

Section: Introductionmentioning

confidence: 99%

“…In Ahmad & Lah (2013) and Ahmad et al (2019), students' difficulties in learning electrochemistry are divided into two main areas that cannot generate detailed explanations of the chemical event and cannot relate the macroscopic, sub-microscopic, and symbolic entities or any of the two entities. The main reason students misunderstanding this topic is because students cannot relate to the existence of positive ions and negative ions.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

Ahmad

Yakob

Bunyamin

et al. 2021

JPII

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Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05]. Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

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Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

Abstract: Bunyamin. (2019). Learning demand and classroom discourse design tools to improve students' conceptual understanding of the nature of electrolytes.

Cited by 2 publications

References 41 publications

Student experience of using mobile devices for learning chemistry

Student experience of using mobile devices for learning chemistry

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

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