scholarly journals The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws

2008 ◽  
Vol 4 (4) ◽  
Author(s):  
Sopiah Abdullah ◽  
Adilah Shariff
Keyword(s):  
Computer Simulation ◽  
Cooperative Learning ◽  
Conceptual Understanding ◽  
Scientific Thinking ◽  
Gas Laws

scholarly journals The Effectiveness of an Inquiry-Based Computer-Simulated Lesson in Physics

2011 ◽  
pp. 401-425
Author(s):  
Sopiah Abdullah ◽  
Nyet Moi Siew ◽  
Merza Abbas
Keyword(s):  
Computer Simulation ◽  
Cooperative Learning ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Thinking Skills ◽  
Simulation Program ◽  
Scientific Thinking ◽  
Traditional Group ◽  
Learning Groups ◽  
Learning Group

Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities.

scholarly journals PENGARUH PEMBELAJARAN KOOPERATIF TIPE TAI BERBASIS CHEMOENTREPRENEURSHIP TERHADAP MOTIVASI BERWIRAUSAHA DAN PENGUASAAN KONSEP SISWA PADAMATERI KOLOID

2016 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
Marwah Marwah ◽  
Citra Ayu Dewi ◽  
Ratna Azizah Mashami
Keyword(s):  
Cooperative Learning ◽  
Conceptual Understanding ◽  
Deep Understanding ◽  
Sampling Technique ◽  
Control Group ◽  
Colloidal System ◽  
Control Group Design ◽  
Multivariate Test ◽  
System Concept ◽  
Experimental Group

The influence of cooperative learning type TAI based on chemoentrepreneurship to entrepreneurship motivation and conceptual understanding of students on colloidal system concept. Colloidal system concept was a concept that requires highly analysis with mastery of concepts that must be understood and require students practice in daily life. Learning will be more meaningful and provide a deep understanding of the learners when learning adapted to the characteristics of the subject matter. One effective solution was implement the cooperative learning type TAI based on chemoentrepreneurship. This study aimed to determine the influence of cooperative learning type TAI based on chemoentrepreneurship to entrepreneurship motivation and conceptual understanding of students. The study design used was pretest-posttest control group design, the sampling technique used cluster random sampling. The population in this study were all students of grade XII IPA SMA AL-Hamzar, Thatwas 50 students were divided into an experimental group of 26 students and a control group of 24 students. Entrepreneurship motivation analysis technique using multivariate test obtained scores of experimental group 63%, 74% and score of control group 66%, 68%. While conceptual understanding data using multivariate test with SPSS 16.0 for windows which scores obtained from initial test and final test on the conceptual understanding was no difference between the experimental group and control group that why used T test. Results obtained there was significant influences of cooperative learning type TAI based on chemoentrepreneurship to entrepreneurship motivation and it had no influence on students' conceptual understanding with sig = 0.304 > 0.05. So it can be concluded that there was no influence of cooperative learning type TAI based on chemoentrepreneurship to conceptual understanding of students.

scholarly journals THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY

2015 ◽  
Vol 14 (5) ◽  
pp. 627-640
Author(s):  
Eunice Eyitayo Olakanmi
Keyword(s):  
Computer Simulation ◽  
Conceptual Understanding ◽  
Attitude Scale ◽  
Control Group ◽  
Learning Tools ◽  
Structured Interviews ◽  
Teaching Chemistry ◽  
Web Based ◽  
Significant Difference ◽  
Rate Of Reaction

This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The ‘Rate of Reaction Knowledge Test’ (RRKT) and the ‘Chemistry Attitude Scale’ (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students’ development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools. Key words: attitude to chemistry, conceptual understanding, rate of reaction, web-based computer simulation.

scholarly journals THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS

2018 ◽  
Vol 17 (6) ◽  
pp. 945-959
Author(s):  
Zehra Ozdilek ◽  
Seda Okumus ◽  
Kemal Doymus
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Individual Learning ◽  
Solution Chemistry ◽  
Achievement Level ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Prospective Science Teachers ◽  
Nature Of Matter

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. Keywords: cooperative learning, individual learning, pedagogical-analogical models, solution chemistry, particulate nature of matter.

Simulations in Chemistry for Conceptual Understanding and Assessment of Student Knowledge

2017 ◽  
pp. 186-218 ◽  
Author(s):  
Tanya Gupta ◽  
Zachary P. Ziolkowski ◽  
Gregory Albing ◽  
Akash Mehta
Keyword(s):  
Computer Simulation ◽  
Problem Solving ◽  
Recent Work ◽  
Conceptual Understanding ◽  
Exploratory Study ◽  
Interactive Simulation ◽  
Student Knowledge ◽  
Student Misconceptions ◽  
Reaction Stoichiometry ◽  
Student Problem

Simulations are dynamic resources that have been found useful for communicating abstract fundamental ideas such as stoichiometry and several other concepts. In this chapter the authors present their recent work on designing and implementing an interactive simulation called Combustion Lab based on reaction stoichiometry - a topic that has continually been a challenge for chemistry learners. Several researchers have reported persistent student misconceptions in stoichiometry. In order to address this challenge, a novel computer simulation was developed to assess student understandings of stoichiometry based on student problem solving performance, and also to promote student conceptual understanding. The Combustion lab was particularly focused on the stoichiometry of these reactions, problem solving, and the relevance of stoichiometry for its everyday applications. Results of this sequential exploratory study show that the simulation was effective in revealing student understanding and student treatment of stoichiometry problems based on analysis of various data collected.

scholarly journals Conceptual Understanding and Interest in Kinematics among Senior High School Students of MSU-Saguiaran in a Cooperative Learning Environment

2019 ◽  
pp. 65-75
Author(s):  
Monariza Bacaro
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Traditional Method ◽  
Science Curriculum ◽  
Control Group ◽  
Learning Approach ◽  
School Students

This study was conducted to determine the level of conceptual understanding and interest in Kinematics of 66 non-science curriculum high school students under a cooperative learning environment randomly assigned to the control (Traditional Method of Teaching) and experimental group (Cooperative Learning Approach). Student’s level of conceptual understanding was measured using a SOLO level-based Conceptual Understanding Test (CUT) and interest in kinematics was measured using a Student’s Interest in Kinematics Questionnaire. Before intervention, findings revealed that almost all of them could not answer questions that require one piece or more than one piece of given information, fact, or idea, obtained directly from the problem or ideas each used separately. They could not also answer two or more distinct steps, with no integration of the ideas or in doing algorithms with numbers using a set of useful information. Majority of them were on the prestructural and same level of conceptual understanding and has not really understand the concept asked, or with very little understanding, but they differ on interest level in learning kinematics in favour to the students assigned in the control group. After intervention, students exposed to Cooperative Learning Approach have significantly higher Pretest-Posttest mean gain score in the CUT than the students exposed to Traditional Learning Method. Almost half of the respondents were on the unistructural and less than one fourth were on the multistructural SOLO levels of conceptual understanding. However, students exposed to traditional method of teaching have interest that is significantly higher than the students exposed to cooperative learning approach. In terms of students performance students exposed to cooperative learning approach performed significantly higher than the students exposed to traditional teaching methods.

scholarly journals IMPROVING STUDENT UNDERSTANDING OF THE CONCEPTS OF WEIGHT AND MASS WITH A COMPUTER SIMULATION

2016 ◽  
Vol 15 (1) ◽  
pp. 109-126
Author(s):  
Cândida Sarabando ◽  
José P. Cravino ◽  
Armando A. Soares
Keyword(s):  
Computer Simulation ◽  
Key Words ◽  
Conceptual Understanding ◽  
Teaching Strategies ◽  
Physics Education ◽  
Teaching And Learning ◽  
Student Understanding ◽  
Significant Change ◽  
Conceptual Difficulties

Although weight and mass are considered fundamental concepts in physics, they are still not well understood by students. A computer simulation was designed to improve students’ learning of these concepts and compared it with other teaching strategies. The research was carried out with 142 students (7th grade; 12-13 years old), from three schools. There is a significant change in conceptual understanding of the concepts weight and mass for all groups. Nevertheless, total gains were higher for students who used the computer simulation. The implication is that using a computer simulation, carefully designed to address specific conceptual difficulties, may help the students understand the concepts of weight and mass. We also interviewed teachers to understand their role in the classroom. It was found that the features most likely to contribute to improve students’ learning are related to the balance between support and autonomy given to students during the use of the computer simulation. Key words: computer simulation, teaching and learning, physics education, mass and weight.

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