The Effect of Different Textual
Narrations on Students’ Explanations at
the Submicroscopic Level in Chemistry

Al‐Balushi, Sulaiman M.

doi:10.12973/eurasia.2013.911a

Cited by 17 publications

(11 citation statements)

References 16 publications

(43 reference statements)

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“…The representation model at this level can be expressed starting from the simple to using computer technology, which is using words, diagrams/images, twodimensional models, three-dimensional models both silent and moving as multi-representation. Symbolic representations are chemical representations qualitatively and quantitatively, namely chemical formulas, diagrams, images, reaction equations, stoichiometry, and mathematical calculations [12] [15].…”

Section: B Chemistry and Chemical Representationmentioning

confidence: 99%

Creative-Critical Thinking Stimulation of Pre Service Teachers by Socratic Questions and Chemical Representation

Hamid¹

2018

Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018)

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Creative-critical thinking skills are two things that are inseparable. Critical-creative thinking skill is a skill demanded in the 21st century to survive in facing the world change. Creative-critical thinking skill is very important for pre service teachers. This will affect the ability to think of their students, especially in terms of processing, assessing, taking information, and making decisions. Creative thinking skill in the learning process can be stimulated by using Socrates' questions because chemistry is closely related to life problems while thinking creatively uses chemical representation. Socrates questions and chemical representations can be implemented simultaneously in the learning process. Chemical concepts are generally abstract, so they need to be comprehensively or comprehensively understood. The chemical concept is between phenomenology, abstraction, macroscopic, and microscopic so that a bridge is needed through chemical representation. Chemical representation has the meaning of recalling the mind through images or imagination or symbolizing in an explanation. The purpose of this literature review is to describe the importance of questions of Socrates and chemical representation to stimulate the creative-critical thinking skills of chemistry teacher pre service. Based on this review, it is concluded that socratic question and chemical representation can stimulate creative-critical thinking skill of chemistry pre service teachers.

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Section: B Chemistry and Chemical Representationmentioning

confidence: 99%

Creative-Critical Thinking Stimulation of Pre Service Teachers by Socratic Questions and Chemical Representation

Hamid¹

2018

Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018)

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“…The studies before show the low understanding of students in macroscopic representations, the existence of concept misconceptions in submicroscopic representations, and the lack of students' understanding of complexity as outlined in symbolic representations [3]. Students have difficulty in macroscopic representation when faced with a concept that has never been experienced before [4]. Understanding sub-microscopic concepts is considered difficult and abstract so that it is considered to study things that have no meaning [4] [5].…”

Section: Introductionmentioning

confidence: 99%

Development of Instructional Module Based on Inquiry-Interactive Demonstration to Improve Students’ Critical Thinking Skill

Husna

Masykuri

Muzzazinah

2021

J. Ilmu. Pend. Fisika

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This research was a research and development (R&D) that produced products in the form of learning modules. The purpose of this research are to find out: (1) The characteristics of the material classification and its changes instructional module; (2) The feasibility of the material classification and its changes instructional module; (3) The instructional module effectiveness in increasing critical thinking skills. The procedure of this research are: (1) preliminary research & information gathering; (2) planning (3) initial product development; (4) initial field trial; (5) major product revisions; (6) main field test; (7) operational product revisions; (8) operational field test;(9) final product revision. The results of research and development show: (1) the characteristics of the instructional module as learning objects in accordance with the inquiry-interactive demonstration learning on the classification material and its changes; (2) instructional module eligibility based on experts assessment, education practitioners, and students produces 81.74% achievement with very good qualifications; (3) module as learning objects resulting from the development are effective in improving students' critical thinking skills with an N-Gain score of 0.561.

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“…Many students think of abstract constructs in concrete terms and tend not to think beyond a model's surface attributes (Harrison & Treagust, ). Researchers reason that while scientists, as experts, move freely across different multiple representations, and focus on the submicroscopic and conceptual features of scientific models, novices, including students, think at the macroscopic level and focus on the surface features of the models, even if these models are highly theoretical abstract models (Al‐Balushi, ; Barak & Hussein‐Farraj, ; Snir et al, ; Won et al, ; Zhang et al, ). Also, students' achievements in science and mathematics are found to be significantly related to their understanding of models and modeling (Krell et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…They face difficulty comprehending that each model represents a specific pattern related to the phenomenon under study and that multiple models together give a more holistic view of the phenomenon (Al‐Balushi, , ; Halloun, ; Nichols et al, ; Snir et al, ; Won et al, ). Research indicates that it is difficult for students as novices to translate across multiple types of representation (e.g., graphs, tables, 2D, 3D) and across multiple levels of representation (i.e., macroscopic, submicroscopic, symbolic; Al‐Balushi, , ; Nichols et al, ; Won et al, ). They are unable to connect different representations to construct a meaningful understanding of a phenomenon and prefer to use a single representation with which they manage to construct accepted interpretations (Won et al, ).…”

Section: Introductionmentioning

confidence: 99%

The development of students' justifications for their positions regarding two theoretical models: Electron cloud or sodium chloride crystal—After engaging in different learning activities

Al‐Balushi

Martin-Hansen

2019

J Res Sci Teach

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The purpose of this study was to explore high school students' ideas regarding two theoretical scientific models, either electron cloud or sodium chloride crystal, in the context of active learning in small groups. Conversations among peers regarding these models took place during two types of active learning activities: small-group discussion and wholeclass debate. The study was conducted in four different high school classes, each of which was in a different school for girls in Oman. The study included 108 grade 10 female students. Two of the classes discussed the electron cloud and the other two classes discussed the sodium chloride model. Qualitative data included students' written responses to prompts, class worksheets, and field notes of student ideas in class debates. In each class, the teacher used a teaching sequence during which the participants expressed their justifications for their positions in writing regarding the particular model on five different occasions, as they progressed through three interactive small group learning activities. The participants' written responses were analyzed using a coding scheme comprising of eight different categories describing the participants' type of justifications regarding the theoretical scientific models: nonsense, approval, mental, experimental, appreciative, external, structural, and modeling. The findings indicated that participants' justifications for their positions regarding theoretical scientific models tended to change over time following each group learning activity. Participants focused their discussion more on external factors, such as the teacher, textbook, religion, and media, after discussions with peers in small groups. In contrast, later their attention focused more on the submicroscopic structural

show abstract

The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry

Cited by 17 publications

References 16 publications

Creative-Critical Thinking Stimulation of Pre Service Teachers by Socratic Questions and Chemical Representation

Creative-Critical Thinking Stimulation of Pre Service Teachers by Socratic Questions and Chemical Representation

Development of Instructional Module Based on Inquiry-Interactive Demonstration to Improve Students’ Critical Thinking Skill

The development of students' justifications for their positions regarding two theoretical models: Electron cloud or sodium chloride crystal—After engaging in different learning activities

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