Secondary Students' Perceptions about Learning Qualitative Analysis in Inorganic Chemistry

Tan, Kim Chwee Daniel; Goh, Ngoh Khang; Chia, Lian Sai; Treagust, David F.

doi:10.1080/02635140120087740

Cited by 13 publications

(18 citation statements)

References 14 publications

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“…Students' lack of understanding of the procedures and reactions involved in qualitative analysis in chemistry is one of the reasons the subject is often perceived as difficult (Lay & Osman, 2015;Tan et al, 2001;Tan, 2005;). Learning qualitative analysis in chemistry requires students to understand an abstract and complex concept in the field that they have never before encountered in their daily lives (Tasker & Freyberg, 1985), as they have virtualy no conception of it.…”

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

“…Students tended to define the concept based on their own understanding (Pintrich et al, 1993) and often failed to interpret the real concept accurately (Berger, 2015). Learning theoretical knowledge of qualitative analysis in the chemistry classroom was unexciting because the students did not know what to think about the topic and what notes to take (Tan et al, 2001). When it comes to conducting the practical session in the laboratory, students found it hard to connect the theoretical knowledge they learned in class to the experiments performed (Hodson, 1993;Tan et al, 2001).…”

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

“…Learning theoretical knowledge of qualitative analysis in the chemistry classroom was unexciting because the students did not know what to think about the topic and what notes to take (Tan et al, 2001). When it comes to conducting the practical session in the laboratory, students found it hard to connect the theoretical knowledge they learned in class to the experiments performed (Hodson, 1993;Tan et al, 2001). This led to the unacceptable situation in which students carried out the experimental procedures and recorded their observations without understanding the reason for mixing essential reagents together and the explanation behind all the reactions that had occurred.…”

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

“…This led to the unacceptable situation in which students carried out the experimental procedures and recorded their observations without understanding the reason for mixing essential reagents together and the explanation behind all the reactions that had occurred. It has been argued that when conducting the chemistry experiments, student attention seemed to be focused more on the mechanical aspect of laboratory procedures such as assembling the apparatus, making measurements and recording the results (Gunstone, 1991); a learning orientation which involved little intellectual understanding about the procedures and reactions involved in conducting a qualitative analysis as required by the syllabus (Tan et al, 2001). Qualitative analysis in chemistry has also been argued as involving a lot of memory work (Tan et al, 2001).…”

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

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EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTSâ€™ ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

Shamsulbahri

Zulkiply

2021

Malaysian Journal of Learning and Instruction

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Purpose – The present study examined the effect of Directed Activity Related to Texts (DARTs) and gender on students’ achievement in Chemistry. The present study focused on the qualitative analysis component of Chemistry which has been perceived as being most difficult among students. Methodology – The study involved 120 form four science stream students from two local fully residential schools. In a quasi-experiment, participants studied the qualitative analysis of salt topic using one of these three instructional methods: Experiment, DARTs, and Combination of Experiment and DARTs; and later their knowledge about salt was tested. Findings – Results of a two-way independent ANOVA performed on the experiment data revealed a significant main effect of Instructional method—the mean scores for the combined method group was the highest, followed by the DARTs group and then the Experiment group. Further analysis using an independent t-test showed that the difference in mean scores between the DARTs and Experiment groups was significant. It is argued that participants’ learning in the Combined method group might have been enhanced by the DARTs instructional method. The effect of gender and the interaction effect between the variables were not significant. Significance – The present findings provides experimental evidence regarding the role of the DARTs instructional method in enhancing qualitative analysis learning in Chemistry. The present findings also provide insights to educators on DARTs as an alternative methods of teaching and learning qualitative analysis topics in Chemistry. Keywords: directed activity related to texts, qualitative analysis, chemistry, students’ achievement, salt topic, gender.

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Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

Section: Causes Of Difficulties In Learning and Understanding Qualitative Analysis In Chemistrymentioning

confidence: 99%

See 2 more Smart Citations

EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTSâ€™ ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

Shamsulbahri

Zulkiply

2021

Malaysian Journal of Learning and Instruction

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“…Mengenai masalah sulitnya menghafal nama dan nomor atom unsur serta sifatnya, hal ini ada hubungannya dengan keterbatasan kapasitan memori kerja manusia (Daniel Tan, Goh, Chia, & Treagust, 2001;Sirhan, 2007). Akibatnya, mahasiswa perlu mencari cara untuk mengorganisir materi yang menurut mereka perlu dihafal, yang pada dasarnya sudah ada sejak mereka SMA.…”

Section: Kad Materi Spu Yang Paling Sulit Dikuasai Mahasiswaunclassified

Studi Kesulitan Belajar Mahasiswa Jurusan Pendidikan IPA dalam Mempelajari Sifat Periodik Unsur

Sari

Andromeda

Hardinata

2020

jep

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Periodical properties of elements are not a new topic for students in science education department for they have studied this topic previously in senior high school and in General Chemistry course. However, teaching experiences for the past two years in Basic Inorganic Chemistry course revealed that many students still failed to master the expected learning outcomes for this topic. Therefore, this explorative study was conducted to figure out what kind of difficulty that students perceived in learning this topic. One hundred and twelve students in science education department of Universitas Negeri Padang enrolled in Basic Inorganic Chemistry course in the academic year of 2017/2018 were involved as subjects in this study, and data of students’ perceived learning difficulties were collected with a questionnaire. Data were analyzed with descriptive statistics technique to map out our findings which will become the fundamental consideration in discussing attempts to overcome students’ perceived learning difficulties. Our findings revealed that the sources of students’ perceived difficulty came from several factors, namely: the characteristic of content, personal learning style, condition of classroom learning, availability of relevant learning resources and previous learning experiences. Based on these findings, attempts for better learning of periodical properties of elements were suggested.

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Linking the Macroscopic, Sub-microscopic and Symbolic Levels: The Case of Inorganic Qualitative Analysis

Tan

Goh²,

Chia³

et al. 2009

Models and Modeling in Science Education

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Secondary Students' Perceptions about Learning Qualitative Analysis in Inorganic Chemistry

Cited by 13 publications

References 14 publications

EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTSâ€™ ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTSâ€™ ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

Studi Kesulitan Belajar Mahasiswa Jurusan Pendidikan IPA dalam Mempelajari Sifat Periodik Unsur

Linking the Macroscopic, Sub-microscopic and Symbolic Levels: The Case of Inorganic Qualitative Analysis

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