Effective Teaching and Learning Strategies in a Chemistry Classroom

Autor/inn/en	Dayal, Priya Dharshni; Ali-Chand, Zakia
Titel	Effective Teaching and Learning Strategies in a Chemistry Classroom
Quelle	In: New Zealand Journal of Educational Studies, 57 (2022) 2, S.425-443 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dayal, Priya Dharshni) ORCID (Ali-Chand, Zakia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-022-00242-7
Schlagwörter	Science Instruction; Teaching Methods; Chemistry; Models; Metallurgy; Visual Aids; Learning Processes; Concept Formation; Scientific Concepts; Outcomes of Education; Grade 12; High School Students; Sequential Learning; Misconceptions; Learning Strategies + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Analogiemodell; Hüttenwesen; Anschauungsmaterial; Learning process; Lernprozess; Concept learning; Begriffsbildung; Lernleistung; Schulerfolg; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Didaktische Sequenzierung; Lernsequenz; Missverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This paper discusses the significance of model-based teaching on the topic of ionic and metallic bonding in Year 12 Chemistry in a New Zealand secondary school. Based on the conceptualization of the sub-macro level understanding of the bonding structure and properties of ionic and metallic compounds, models and drawings were used as an effective visual aid tool to support students' learning. Based on performances during four sequential classes and the results obtained from a pre-test and post-test, a vast improvement was seen in students' understanding of the concepts of ionic and metallic bonding. The results in the post-test also show that the concept of ionic bonding was easier to grasp compared to metallic bonding. This is attributed to the misconceptions developed by the students while learning metallic bonding without the use of visual strategies. This paper argues that teaching Chemistry concepts, such as metallic and ionic bonding, without the use of visual strategies results in students' inability to clearly grasp the topic. The research demonstrates that models and drawings have many advantages while teaching such abstract concepts in Year 12 Chemistry. The students in this research were non-native speakers of English, therefore, this may have further impacted upon their inability to grasp the concepts when taught without concrete visual strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01