Promoting active learning in high school chemistry: learning achievement and attitude

Şeşen, Burçin Acar; Tarhan, Leman

doi:10.1016/j.sbspro.2010.03.384

Cited by 41 publications

(28 citation statements)

References 31 publications

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“…However, the overall mastery level of scientific argumentation for the three sub concepts was still at moderate and weak levels, regardless of the argumentative activities. These are in line with the findings by Bradley and Mosimega (1998) and Sesen and Tarhan (2010), which stated that student's performance in those concepts was less satisfactory. This may be due to their lack of scientific knowledge in the concepts being studied (Foong & Daniel, 2010).…”

Section: Mastery Of Scientific Argumentation Between Individuals and supporting

confidence: 91%

Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context

Heng¹,

Surif²,

Seng³

2014

IES

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Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total of 120 students were selected and were first randomly divided into two groups to answer the Scientific Argumentation Test (ScAT). One group of students answered individually, while the other group was allowed to collaborate among group members. The Student Semi Structured Interview (SSSI) and Teacher Semi Structured Interview (TSSI) were also conducted on a selected group of students and their teachers to gather additional information to support the ScAT data. The findings showed that there is a significant difference in the mastery level of scientific argumentation between groups and individuals. Students who participated in group argumentation tend to perform better than those who participated in individual argumentation. However, the mastery level of scientific argumentation for both groups of students was generally unsatisfactory. Therefore, the teaching and learning of science in Malaysian schools need to emphasize more on group argumentative activities to enhance students' mastery of scientific argumentation, which will also their reasoning capabilities and scientific knowledge.

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Section: Mastery Of Scientific Argumentation Between Individuals and supporting

confidence: 91%

Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context

Heng¹,

Surif²,

Seng³

2014

IES

View full text Add to dashboard Cite

show abstract

“…Following the socio-constructivist theories (Niemi, 2002), this method mainly stresses upon strategies based on social context comprising: discussions, dialogues, teamwork, peer-learning, visual based coaching, classroom writing, problem-solving, computer-based tutoring, debates, play, role-play, simulations, sports and peer-teaching, demos, questions/answer techniques, mini-lectures, cooperative learning, and collaborative learning (Sesen & Tarhan, 2010;Soltanzadeh, Hashemi, & Shahi, 2013). The students participation Sivan, Leung, Woon, and Kember (2000) is encouraged through conducive environment and an equivalent partnership among the students founded on reciprocal reverence (Drew & Mackie, 2011;Niemi, Nevgi, & Aksit, 2016).…”

Section: Active Learning Methodsmentioning

confidence: 99%

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Khan¹,

Majoka²,

Khurshid³

et al. 2017

J.educ.soc.sci

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Abstract:This research aimed to explore the effectiveness of active learning method on students' academic achievement in Physics at secondary school level. A null hypothesis, of no significant difference in the academic achievement of students, taught physics through Active Learning Method (ALM) and Traditional Teaching Method (TTM), was tested to achieve the objectives. For this purpose, the pretest-posttest control group experimental design was used. Eighty (80) Physics students of 9th grade were selected as a sample from Government Centennial Model Higher Secondary School (No.1) District Haripur. These students were equally divided into experimental and control groups (n=40) on the basis of pre-test scores. Experimental and control groups were taught Physics contents through ALM and TTM respectively for twelve (12) weeks. Physics Academic Achievement Test (PAAT) with '0.82' as reliability coefficient was used to collect pretreatment and post-treatment data for measuring the academic achievement of the students. The analyzed data indicated that the experimental group significantly performed better in all the focused learning levels (knowledge, understanding, application, problem-solving, observation, and reasoning) as well as an overall academic achievement than the control group. By these findings, the frequent use of ALM is recommended in the science subjects especially for teaching Physics.

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“…Active learning centered on students also poses a student's critical effect on the answers raised by other students who are presentations, the students are interested in asking the unintelligible so as to prevent misunderstanding. Sesen & Tarhan (2010) also revealed "This situation demonstrates the positive effects of active learning applications based on constructivism to improve students 'learning power, preventing misunderstanding and improving students' thinking skills such as analysis, linking, synthesis, cognitive thinking analytically contrasting with conventional approaches".…”

Section: Discussionmentioning

confidence: 92%

Improving The Motivation and Learning Outcomes Students with Applying “Everyone Is Teacher Here” Learning Method

Wibowo¹,

Agustina²

2017

JPBM

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Promoting active learning in high school chemistry: learning achievement and attitude

Cited by 41 publications

References 31 publications

Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context

Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Improving The Motivation and Learning Outcomes Students with Applying “Everyone Is Teacher Here” Learning Method

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