The Efficacy of an Alternative Instructional Programme Designed to Enhance Secondary Students’ Competence in the Triplet Relationship

Treagust, David F.; Chandrasegaran, A. L.

doi:10.1007/978-1-4020-8872-8_8

Cited by 22 publications

(27 citation statements)

References 20 publications

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“…Qualitative, quantitative and representational procedures were used to investigate students' conceptual understanding. This might result from students' prior knowledge of chemistry being based on their everyday experiences, which are at the macroscopic level (Treagust and Chandrasegaran, 2009). We speculate this result as students having more sophisticated and interconnected conceptual understanding in post concept maps.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 92%

“…However, students are not often able to translate one given representation level to another because of insufficient conceptual knowledge (Keig and Rubba, 1993). Research has shown that students have difficulties in understanding the phenomena at the molecular level even though they are encouraged to think at the microscopic level (Ben-Zvi et al, 1986;Nakhleh and Krajcik, 1994;Treagust and Chandrasegaran, 2009). Research has shown that students have difficulties in understanding the phenomena at the molecular level even though they are encouraged to think at the microscopic level (Ben-Zvi et al, 1986;Nakhleh and Krajcik, 1994;Treagust and Chandrasegaran, 2009).…”

Section: Concept Mappingmentioning

confidence: 99%

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Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

Yaman

Ayas

2015

Chem. Educ. Res. Pract.

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Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an assessment tool before and after 15 computer-based Predict-Observe-Explain (CB-POE) tasks related to acid-base chemistry. 12 high school students participated in this study. Students' concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students' pre and post concept map scores (z = 3.05; p o 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 92%

Section: Concept Mappingmentioning

confidence: 99%

Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

Yaman

Ayas

2015

Chem. Educ. Res. Pract.

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“…The fact that the students were able to use and understand different representations (and in different representational modes) for the same entity or phenomenon, but with the same function, indicates one of their important abilities. This is because transition between different representational modes is one of the difficulties students have in understanding chemistry (Kozma, 2003;Kozma & Russell, 1997;Treagust & Chandrasegaran, 2009).…”

Section: Discussionmentioning

confidence: 98%

The Use of Representations and Argumentative and Explanatory Situations

Oliveira

Justi

Mendonça

2015

International Journal of Science Education

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This paper discusses the use of non-verbal representations in a modelling-based science teaching context, in which argumentative and explanatory situations occur. More specifically, we analyse how the students and teacher use representations in their discourse in modelling activities, and we discuss the relationships between the functions of these representations and the demands of the explanatory and argumentative situations that exist in that classroom. The data were collected by video recording all the classes in which a teaching sequence about intermolecular interactions was used-a topic which the students had not previously studied. In the activities, the students had to create, express, test, and discuss models in order to understand the difference between intermolecular and interatomic interactions, as well as their influences on the properties of substances. Initially, we selected excerpts of the recorded classes in which a nonverbal representation was used. Then, we used criteria to identify the argumentative and explanatory situations (previously defined), and we created categories for the functions of the representations that were used in order to analyse all the identified situations. The analysis supports conclusions indicating the relevance of the use of non-verbal representations in the construction, use, and defence of explanations. As the defence of explanations was the main context in which argumentative situations occurred in this study, our conclusions also indicate the contribution that representations make towards changing the status of the students' explanations.

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“…The findings of the study indicate that different active learning activities exerted different cognitive demands on participants. The debating activity refocused participants' attention on the submicroscopic structural orientation of scientific models—the favorite and recommended language of different chemistry education researchers (Al‐Balushi & Al‐Harthy, ; Milenković, Segedinac, & Hrin, ; Prilliman, ; Treagust & Chandrasegaran, ; Warfa, Roehrig, Schneider, & Nyachwaya, ). This was evident in the discussions during the debating activity and then in individual students' written responses after the conclusion of the debating activity.…”

Section: Discussionmentioning

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

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The Efficacy of an Alternative Instructional Programme Designed to Enhance Secondary Students’ Competence in the Triplet Relationship

Cited by 22 publications

References 20 publications

Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

The Use of Representations and Argumentative and Explanatory Situations

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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