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The Significance Of Concept Change leading to Conceptual Learning In Chemistry . Dr Seema Khan DA Degree College Phase VIII. Chemistry The Central Science . The Traditional View of Knowledge. Strong Foundation in Chemistry .
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The Significance Of Concept Change leading to Conceptual Learning In Chemistry Dr Seema Khan DA Degree College Phase VIII
Strong Foundation in Chemistry Concepts development is more important than content overload, and thinking is more productive than memorization.
Our Subject and the Object SUBJECT OBJECT
Teaching Strategies Student Based Learning
The art of teaching is the art of assisting discovery. Mark Van Doran
Teaching Strategies Teacher Based Learning
Concept Mapping A concept map is a diagram consisting of boxes or graphics that represent concepts and labelled lines that represent relationships between the concepts.
Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers. Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers
Object To study is aimed to identify the conceptual knowledge of first year undergraduate chemistry students theory and practical, This study also investigates the effectiveness and efficiency of various instructional methods.
Purpose of the Study Investigating students’ conception offers some insights into students’ level of understanding and ways of thinking, which allows teachers to rethink and refine the teaching methodology
The choice of topics • The choices of topics for the conceptual understanding test designed for this study are the specific concepts essential towards understanding more complicated chemical reactions and various chemical phenomena
METHODOLOGY • To achieve greater depth to the research findings, both quantitative and quantitative data were collected. • The quantitative data was determined by statistical analysis on the various concept test scores (Pre-Test, Post-Test and Class-Test). • More information, alternative conceptions, and views on the instructional methods were revealed which served as the qualitative data of this study
RESULTS ANALYSIS AND DISCUSSIONS • When close to 50% of the students did not get the correct answer for a particular question, the concepts involved in that question were considered difficult for the students • Based on the results the students were weaker in such concepts as • hybridization and molecular geometry. • Even after instructional treatments, some students still couldn’t explain clearly these concepts, particularly for the dipole moment
IMPLICATIONS OF THE STUDY This study is significant for chemistry education because it helps to document the levels of conceptualknowledge and learning approaches of chemistry students
Terminology There are many terms that are used regarding to alternative conceptions, such as misconceptions, intuitive ideas, interpretive frameworks Concept mapping Mid cognitive approach Pedagogy Anderogogy
Changing conceptions related to teaching. Instead of the "Sage on the Stage," teachers become the "Guide on the Side" in the Constructivist approach
DISCUSSION In general, most students know the “what” but don’t really understand the “why” and “how”. Many students failure to get the correct answers could be due to a lack of conceptual understanding or / and an inability to apply the concepts learnt. They were able to exercise reasoning skills, but failed to integrate other concepts together.
DISCUSSION Based on the interview data, it was deduced that students understood these individual concepts (i.e. hybridization, VSPER, molecular geometry, polarity) but encountered difficulties in applying and integrating these concepts together when a molecule was more complicated
DISCUSSION Some students were able to give the appropriate reasons for their chosen answers which were wrong, i.e. they possessed the reasoning skills on why a molecule was polar but wrongly predicted the molecular geometry or bond polarity in the first place. Several alternative conceptions and subtle misconceptions were also identified
Discussion • It is appeared that a number of the chemistry students simply possess the declarative knowledge but not explicative and/or procedural knowledge • Therefore, teachers should help students to build a strong foundation in chemistry and it should not be assumed that students recognize or understand the underlying concepts of a problem.
Vision without action is a daydream. • Action without vision is a nightmare. • Vision with action can change the world.
Conclusion It was found that students knew the fundamental concepts separately but could not apply and integrate these concepts. Some difficulties faced by the interviewees in learning these concepts and some subtle misconceptions were also identified. Statistical significant difference was found among the comparing groups as compared to the control group.
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward
Principle 2: General Learning Visual “Show me,” Auditory “Tell me, Kinaesthetic “Let me do it.”
Principle 4 Buddhist Proverb Packed With Wisdom. “When the student is ready, the teacher appears” No matter how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does this mean for you as a teacher?
