Introducing Chemistry of Cleaning through Context-Based Learning in a High-School Chemistry Course

Giammatteo, M.T. Lucila; Valdivia, Adolfo Eduardo Obaya

doi:10.12691/education-9-6-2

Cited by 3 publications

(9 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is in accordance with the characteristics of science which emphasizes the process of learning. The context in everyday life that is studied in learning also supports students to increase understanding of concepts (Sevian et al, 2018;King & Ritchie, 2013;Baydere, 2021;Karpudewan & Mathanasegaran, 2018;Duay, 2017;Giammatteo & Valdivia, 2021). In addition, context-based chemistry learning can also improve students' memory through the relevance of the concepts and contexts learned in learning activities (Baran & Sozbilir, 2018).…”

Section: Authormentioning

confidence: 99%

“…Based on the diagram, information is obtained that inquiry learning is generally most integrated with context-based chemistry learning. During the learning process students are directed to construct their understanding from various related contexts and seek relevance to the concept of the topic of the material being studied so that it is more applicable (Magwilang, 2016;Ilhan et al, 2016;Vaino et al, 2012;Broman & Parchmann, 2014;Karpudewan & Mathanasegaran, 2018;Slovinsky et al, 2021;Giammatteo & Valdivia, 2021).…”

Section: Integration Of Context-based Chemistry Learning With Learnin...mentioning

confidence: 99%

See 1 more Smart Citation

Context-Based Chemistry Learning: A Systematic Literature Review

Minata

Rahayu²,

Dasna³

2022

JPMIPA

View full text Add to dashboard Cite

This study aimed to examine the impact of context-based chemistry learning on cognitive, affective, psychomotor, and social aspects of students, integration of context-based learning with chemistry learning models or strategies, and implementation of effective contextbased chemistry learning. A total of 34 articles for further analysis were obtained from SCOPUS, ERIC, and Google Scholar database through systematic literature (SLR) method. The result of analysis showed that (1) context-based chemistry learning has a positive effect improving student's cognitive, affective, psychomotor, and social aspects, (2) context-based chemistry learning can be integrated with certain learning models or strategies and presentation of learning context carried out at the beginning of learning, (3) the implementation of effective context-based chemistry learning can be done by considering several aspects including the selection of appropriate and applicable learning contexts, teacher master the concepts of learning materials and students actively participated in each learning syntax that is applied.

show abstract

Section: Authormentioning

confidence: 99%

Section: Integration Of Context-based Chemistry Learning With Learnin...mentioning

confidence: 99%

Context-Based Chemistry Learning: A Systematic Literature Review

Minata

Rahayu²,

Dasna³

2022

JPMIPA

View full text Add to dashboard Cite

show abstract

“…The subsequent phases of the project involved finding a research proposal for formulating a biodegradable product and testing its effectiveness against commercial cleaning agents, performing the analysis of the results, and preparing a scientific poster to present. 17 Baran et al (2018) 14 investigated the effect of context problem-based learning (CPBL) on 13 students' academic achievements. Prior to the instruction, students were engaged in reading and thinking about a real-life problem scenario focused on thermodynamic content.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Results showed that students exposed to the CBL (N = 33) had higher mean scores in both achievement and attitude levels than the traditional group (N = 31). 5 Giammatteo et al (2021) 17 implemented CBL with 45 high school students at an institute in Mexico in which they participated in a project named "Chemistry of cleaning". Results showed that students' understanding of how chemical reagents work was improved during the project.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Additionally, the results showed that all students gained an understanding of how chemistry works on cleaning while 33% of students were unaware of how reagents work on cleaning. 17 Students were given a 1-h brainstorming activity at the beginning of the project to think about the questionnaires on what they will investigate. The subsequent phases of the project involved finding a research proposal for formulating a biodegradable product and testing its effectiveness against commercial cleaning agents, performing the analysis of the results, and preparing a scientific poster to present.…”

Section: ■ Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Integrating Real-World Contexts and Application Cards Activities in the General Chemistry I Course Increases Students’ Achievement Scores and Perceptions of Chemistry Relevance

Sristy,

Muteti,

Vasquez

et al. 2023

J. Chem. Educ.

View full text Add to dashboard Cite

Contextualized chemistry curricula have been shown to positively impact academic outcomes, especially in middle and secondary school levels. However, only a limited number of investigations on the impact of real-world contextualized curricula on students’ learning outcomes in chemistry lecture courses in postsecondary education have been reported. In this study, we investigated the effect of a contextualized chemistry curriculum on General Chemistry I students’ achievement scores and perceived relevance of chemistry content, as well as the correlation between students’ perceived content relevance and the achievement scores in the course. A treatment group was exposed to chemistry content enriched with real-world contexts, contextualized quizzes, and application cards activities, whereas a comparison group was taught through the conventional approach. Data included scores from a final chemistry test and a 5-point Likert scaled chemistry relevance survey. The survey generated three constructs, namely personal relevance, chemistry utility, and societal relevance. Results indicated significantly higher achievement scores for the treatment group compared to the comparison group, after controlling for ACT math scores, with a medium effect size (η2 = 0.075). The treatment group also showed significantly higher mean rating scores on the three constructs compared to the comparison group (p < 0.05). Additionally, paired sample t-test results showed improved perceptions scores on the constructs in the Post survey for the treatment group, but a drop on the perceptions scores on the constructs, except Personal relevance for the comparison group. Additionally, Pearson correlation coefficients showed positive correlations between the constructs and the achievement scores, with significant linear relationships between the variables noted for the treatment group (p <.05). A significant correlation was only between Chemistry utility and performance for the comparison group. The results imply the potential of the context-based learning approaches reported herein to bolster performance and enhance chemistry relevance.

show abstract

Employing Context-Based Learning to Bolster Conceptual Understanding of Gas Law Relationships in General Chemistry

Leslie,

Bearden

2023

JSS

View full text Add to dashboard Cite

The subject of gas laws is regularly taught as part of the general chemistry curriculum in college. In this study, there is an examination of the effectiveness of a 45-minute in-class based intervention using a series of four short vignettes of contexts students are likely to be familiar with to help improve students' conceptual understanding of the relationships between different properties of gases. The study was completed over a 3-year period involving a total of 352 students. In each year, there was one intervention class and one control class in which performance on identical gas law assessment items was compared. In particular, this intervention was designed such that it could fit smoothly into a traditionally lecture based general chemistry course without requiring major shifts in overall course design in order to make it more attractive to faculty who might be resistant to a major overhaul of their general chemistry course. When compared with the control class not containing the intervention, students in the intervention course were found to have performed significantly better on assessment items related to how gases behaved when not supplied with numerical data (p < .001).

show abstract

Introducing Chemistry of Cleaning through Context-Based Learning in a High-School Chemistry Course

Cited by 3 publications

References 6 publications

Context-Based Chemistry Learning: A Systematic Literature Review

Context-Based Chemistry Learning: A Systematic Literature Review

Integrating Real-World Contexts and Application Cards Activities in the General Chemistry I Course Increases Students’ Achievement Scores and Perceptions of Chemistry Relevance

Employing Context-Based Learning to Bolster Conceptual Understanding of Gas Law Relationships in General Chemistry

Contact Info

Product

Resources

About