Why changing the curriculum may not be enough

Bodner, George M.

doi:10.1021/ed069p186

Cited by 60 publications

(53 citation statements)

References 5 publications

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“…The curriculum has been criticised for leading ''to knowledge without understanding'' and producing ''a system of knowledge that students cannot apply to the world in which they live'' (Bodner, 1992). The curriculum has been criticised for leading ''to knowledge without understanding'' and producing ''a system of knowledge that students cannot apply to the world in which they live'' (Bodner, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…Part of the reason for the predominance of this model is that alternatives must be viable and coherent, and seen to be 'rigorous' by chemistry faculty (Talanquer and Pollard, 2010). Nevertheless, there is an acknowledgement that chemistry, especially at an introductory level is currently taught in a manner that is encyclopaedic, aiming to cover too much in an abstract and disconnected way (Bodner, 1992;Goedhart, 2015). Developments, when they do occur, can often be seen as piecemeal (Bennett and Overton, 2010) and hence lack overall cohesion and impact.…”

Section: Introductionmentioning

confidence: 99%

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Flipped learning in higher education chemistry: emerging trends and potential directions

Seery

2015

Chem. Educ. Res. Pract.

274

258

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Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Flipped learning in higher education chemistry: emerging trends and potential directions

Seery

2015

Chem. Educ. Res. Pract.

274

258

View full text Add to dashboard Cite

show abstract

“…Menurut Bodner (1992) bahwa dalam kegiatan pembelajaran, terutama dalam pembelajaran tingkat dasar atau madrasah ibtidaiyah, perbaikan kesalahan konsep tidak mudah dilakukan, karena konsep yang salah tersebut sukar untuk ditinggalkan. Pernyataan ini identik dengan pendapat Carey (dalam Suparno, 1997) bahwa usaha untuk mengubah kesalahan pemahaman bukanlah sesuatu yang mudah.…”

Section: A Pendahuluanunclassified

Peningkatan Pemahaman Konsep Sains Di Madrasah Ibtidaiyah Melalui Perbaikan Bahan Ajar

Wibowo

2012

Mad

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Understanding is very important in science learning, especially at the level of Madrasah Ibtidaiyah. Students' concepts understanding tend to similarity to the explanations and examples provided by the teacher or teaching materials. In fact, most teaching materials and textbooks are not reviewer both in terms of content and material. Corrected and modified teaching material to be improved students' understanding. Keywords: Teaching Materials, Concept Understanding, Science Learning. A. PendahuluanPemahaman merupakan salah satu faktor penting dalam belajar khususnya di madrasah ibtidaiyah. Menurut Nakhleh (19192:191) kesulitankesulitan dalam memahami konsepkonsep dasar dengan tepat akan menghambat siswa dan mahasiswa dalam mengkaitkan konsepkonsep dasar tersebut dengan konsepkonsep lain yang berhubungan. Kondisi ini dapat memungkinkan timbulnya pemahaman yang salah terhadap suatu konsep. Jika kesalahan yang ada terjadi secara terus menerus (konsisten) maka dapat dikatakan mengalami kesalahan konsep (misconception) (Berg, 1988:26). Konsistensi kesalahan dapat diidentifikasi dengan mengujikan beberapa soal dengan dasar konseptual yang sama atau dengan melihat konsistensi jawaban tes tertulis dengan wawancara. Kesalahan dalam pembelajaran sains yang terjadi secara terus menerus pada siswa tingkat dasar atau madrasah ibtidaiyah akan lebih sulit untuk dihilangkan.Menurut Bodner (1992) bahwa dalam kegiatan pembelajaran, terutama dalam pembelajaran tingkat dasar atau madrasah ibtidaiyah, perbaikan kesalahan konsep tidak mudah dilakukan, karena konsep

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“…George Bodner, however, has pointed out that "changing the topics being taught may not be enough" (10). Indeed, the push to include all possible content has forced out process.…”

Section: New Approaches To Chemistry Teachingmentioning

confidence: 99%

New Approaches to Chemistry Teaching. 2005 George C. Pimentel Award

Spencer

2006

J. Chem. Educ.

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Why changing the curriculum may not be enough

Abstract: Refocusing the General Chemistry Curriculum. Changing the curriculum - the topics being taught - is not enough to bring about meaningful change in science education, we also need to rethink the way the curriculum is delivered.

Cited by 60 publications

References 5 publications

Flipped learning in higher education chemistry: emerging trends and potential directions

Flipped learning in higher education chemistry: emerging trends and potential directions

Peningkatan Pemahaman Konsep Sains Di Madrasah Ibtidaiyah Melalui Perbaikan Bahan Ajar

New Approaches to Chemistry Teaching. 2005 George C. Pimentel Award

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