High School Students' Understanding of Molecular Representations in a Context-Based Multi-Model Chemistry Learning Approach

Autor/inn/en	Avargil, Shirly; Piorko, Ran
Titel	High School Students' Understanding of Molecular Representations in a Context-Based Multi-Model Chemistry Learning Approach
Quelle	In: International Journal of Science Education, 44 (2022) 11, S.1738-1766 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avargil, Shirly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2095679
Schlagwörter	High School Students; Scientific Concepts; Molecular Structure; Concept Formation; Context Effect; Teaching Methods; Organic Chemistry; Secondary School Science; Food; Science Achievement; Instructional Effectiveness; Student Interests; Student Motivation; Knowledge Representation; Grade 11 + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Organische Chemie; Lebensmittel; Unterrichtserfolg; Studieninteresse; Schulische Motivation; Wissensrepräsentation; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Context-Based Learning (CBL) and learning through developing and using models are two important teaching approaches for chemistry conceptual understanding. We aimed to examine the influence of a CBL approach on students' understanding of Multiple Models of Knowledge Representations ("MMKRs") and "multiple molecular representations." Research participants included high-school students in three different research groups. The "context-based group" (N = 271) studied food chemistry in a CBL approach. The "traditional group" studied according to the traditional curriculum (high-school organic chemistry), and the "traditional + food group" studied according to the traditional curriculum, with the addition of food-related topics (N = 99). The "context-based group" had a greater effect on increasing students' ability to understand and relate to "MMKRs" and manipulate and connect among various "multiple molecular representations" (both indicators for conceptual understanding in chemistry). Food chemistry topics were also beneficial for students who did not learn in a CBL approach, however, with a lower effect. More students in the "context-based group" have shifted to being high achievers. Additionally, low-achievers have progressed significantly more than medium and high achievers. This research connects CBL to aspects of the practice of 'developing and using models' in chemistry, and a way to look at, and assess, conceptual understanding in chemistry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01