Teaching Chemistry Conceptually

Williamson, Vickie M.

doi:10.1007/978-94-007-4366-3_10

Cited by 3 publications

(1 citation statement)

References 39 publications

(35 reference statements)

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“…Koneksi matematis merupakan keterkaitan antara topik matematika sangat erat sebagai akibat bahwa matematika sebagai ilmu yang terstruktur dan sistematis, yang berarti bahwa konsep dan prinsip dalam matematika saling berkaitan antara satu dengan lainnya. (Molina, 2014) menyatakan bahwa, salah satu cara untuk meningkatkan kualitas mengajar adalah dengan menemukan dan menggunakan koneksi diantara konsep-konsep dan ide-ide matematika. Sementara (Hendriana & Soemarmo, 2014) menyatakan bahwa dengan koneksi matematis dapat membantu siswa dalam menyelesaikan tugas pemecahan masalah melalui keterkaitan antar konsep matematika dan antara konsep matematika dengan konsep dalam disiplin ilmu lain.…”

Section: Pendahuluanunclassified

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

Mekarina¹

2021

SLJIL

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The purpose of this study was to analyze the improvement of students' mathematical connection skills and self-concept with a brain based learning (BBL) model with a scientific approach. The background of this research is that the reality on the ground shows that students' mathematical connection abilities are not as expected. One of the factors causing these problems is learning that does not provide flexibility for students to optimally empower the potential of the brain. This resulted in students having difficulty connecting between materials and the level of student confidence that was lacking. This study uses a quantitative approach with a quasi-experimental method. The sample in this study were 37 students in the control class and 36 in the experimental class. The instrument used is a mathematical connection ability test and a self-concept questionnaire. The results of the study are: 1) the increase in mathematical connection ability with the BBL model is higher than with the scientific approach; 2) the achievement of students' self-concept with the BBL model is better than the scientific approach; 3) there is a relationship between the ability of mathematical connections and students' self-concept with the BBL model. Based on the results of the study, it is hoped that the next researcher can choose a method that can encourage the growth and development of students' positive self-concepts, in order to influence students' beliefs about their abilities, and ultimately affect student achievement.

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Section: Pendahuluanunclassified

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

Mekarina¹

2021

SLJIL

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Introduction

Níaz

2015

Chemistry Education and Contributions From History and Philosophy of Science

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Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Rau

2015

Chem. Educ. Res. Pract.

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Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research has focused on supporting one type of connection-making process: conceptually making sense of connections among representations. Yet, recent research suggests that a second type of connection-making process plays a role in students' learning: perceptual fluency in translating among representations. I hypothesized that combining support for both conceptual sense making of connections and for perceptual fluency in connection making leads to higher learning gains in general chemistry among undergraduate students. I tested this hypothesis in two experiments with altogetherN= 158 undergraduate students using an intelligent tutoring system for chemistry atomic structure and bonding. Results suggest that the combination of conceptual sense-making support and perceptual fluency-building support for connection making is effective for students with low prior knowledge, whereas students with high prior knowledge benefit most from receiving perceptual fluency-building support alone. This finding suggests that students' learning in chemistry can be enhanced if instruction provides support for connection making among multiple representations in a way that tailors to their specific learning needs.

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Teaching Chemistry Conceptually

Cited by 3 publications

References 39 publications

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

Introduction

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

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