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Sri Rahayu David F. Treagust A.L. Chandrasegaran Masakazu Kita Suhadi Ibnu 《Research in Science & Technological Education》2013,31(2):169-188
This study investigated Indonesian and Japanese senior high-school students’ understanding of electrochemistry concepts. Sample The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered. Results The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively. Conclusions Collectively, the findings suggest that students’ understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level. 相似文献
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Sri Rahayu A. L. Chandrasegaran David F. Treagust Masakazu Kita Suhadi Ibnu 《International Journal of Science and Mathematics Education》2011,9(6):1439-1458
This study was a mixed quantitative–qualitative research to evaluate the efficacy of a designed student-centred instructional
(DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on
inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental
group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school
was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids
and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students’
perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental
group and (3) 3-item open-ended questionnaire on students’ perceptions of the instructional process using the DSCI that was
administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving
students’ understanding of acid–base concepts with significant difference between the two groups on the posttest mean scores.
Moreover, the effectiveness of the innovation was supported by an increase in students’ interest in learning science as indicated
by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions
of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in
any institution with similar achieving students as well as for the professional development of teachers. 相似文献
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