Using Self-Explanations in the Laboratory To Connect Theory and Practice: The Decision/Explanation/Observation/Inference Writing Method

Duzor, Van

doi:10.1021/acs.jchemed.6b00093

Cited by 19 publications

(23 citation statements)

References 31 publications

(38 reference statements)

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“…Links between the experiment and scientific ideas are not always explicit, neither in instruction nor in students actions (Abrahams & Reiss, 2012). Without scaffolding, students may struggle to establish these links, thus, just doing appears meaningless for the students (Abrahams & Reiss, 2012;Schwichow, Zimmerman, Croker, & Härtig, 2016;Van Duzor, 2016) and may be neither appealing nor effective for their learning. Indeed, the contribution of laboratory work to students' conceptual understanding (Abrahams & Reiss, 2012) as well as to students' interest (Holstermann, Grube, & B€ ogeholz, 2010) has been questioned, making the weak correlation between interest in laboratory work and conceptual understanding less surprising.…”

Section: Interplay Between Interest In School Science Activities Anmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

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Section: Interplay Between Interest In School Science Activities Anmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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“…In addition, through the report writing, students could build arguments that were positively correlated to the oral communication ability (Walker & Sampson, 2013). Duzor (2016) reported that report writing could connect the theories and practices in the laboratory.…”

Section: Discussionmentioning

confidence: 99%

Effective Laboratory Work in Biochemistry Subject: Students’ and Lecturers’ Perspective in Indonesia

Anwar

Senam²,

Laksono³

2017

IJHE

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Biochemistry subject had problem in learning and teaching, especially in laboratory work. We explored laboratory learning implementation in Biochemistry subject. Participants of this research were 195 students who took biochemistry subject and 4 lecturers of biochemistry in three universities in Indonesia. We obtained data using questionnaires and free response data. Questionnaires students' analysis showed there were two statements that very positive perception, five statements that obtained positive perception and ten statements with negative perception. Biochemistry lecturers questionnaire analysis showed seven statements that had been implemented and nine statements had not been implemented. Free response data indicated that effective learning in the laboratory was affected by several aspects which were pre-lab stage that could increase the students' motivation, lab-work stage with complete tools and materials as well as better ability of the assistants, and post-lab stage that could give feedback to the experiments' report and chances for the students to present their investigation results.

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“…In addition to constructing arguments, composing inquiry reports can hone critical thinking skills (Contakes, 2016;Walker & Sampson, 2013;Quitadamo & Kurtz, 2007). The ability to discuss inquiry in reports can relate theories studied in the classroom to laboratory investigation results (Duzor, 2016).…”

Section: Figure 4 Effect Of Od3r Methods For Scientific Attitudesmentioning

confidence: 99%

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

Anwar¹,

Senam²,

Laksono³

2018

INT J INSTRUCTION

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The implementation of KKNI curriculum in Indonesia requires meaningful learning-so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper.Keywords: biochemistry learning, laboratory work report, practical skills, scientific attitudes, meaningful learning INTRODUCTIONSince 2012, curriculum of higher education in Indonesia has changed by using the Indonesian National Qualification Framework (KKNI). This change is based on the concept of four education pillars, namely 'learning to know', 'learning to do', 'learning to be', and 'learning to live together' that are initiated by the United Nations Educational, Scientific and Cultural Organization (UNESCO). With KKNI, learning 18Meaningful Biochemistry Learning Using the Orientation … International Journal of Instruction, July 2018 • Vol.11, No.3 outcomes are expected to not only consist of knowledge but also attitudes and skills. This also happens to chemistry curriculum in higher education.Biochemistry is a course that must be taken by undergraduate students of chemistry and chemistry education programs. However, there are problems in the learning process. Students say that biochemistry is a difficult course, in which concepts to study are too many. Moreover, the concepts are irrelevant to students' life and careers (Anwar et al., 2013;Varghese et al., 2012; Afsar & Han, 2014;Anderson & Grayson, 1994;Fulton et al., 2012). In addition, there is no method that is capable of integrating study and laboratory work during learning implementation and assessment (Anwar et al., 2017).Laboratory work in biochemistry learning does not only serve to prove theories but also to stimulate and to improve skills for lifelong learning (Ottander & Greelson, 2006;Hofstein et al., 2008;Kelly & Finlayson, 2007). Until now, traditional methods remain the only choice for implementation of laboratory work. Students only duplicate methods, record investigation results, and note down the results on reports to which teaching assistants and lecturers never give feedback. To date, there is no method that integrates classroom learning and laboratory works in biochemistry learning implementation and assessment in Indonesia.Previous research has been developed to improve the implementation of laboratory works. Science Writing Heuristic (SWH) method explic...

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Using Self-Explanations in the Laboratory To Connect Theory and Practice: The Decision/Explanation/Observation/Inference Writing Method

Cited by 19 publications

References 31 publications

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

Effective Laboratory Work in Biochemistry Subject: Students’ and Lecturers’ Perspective in Indonesia

Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method

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