Learning Activities Based on Learning Cycle 7E Model: Chemistry Teachers’ Perspective

Santi, Marleni Tri; Atun, Sri

doi:10.2991/assehr.k.210326.032

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Though students are interested in learning the mole concept, their interest could in some ways be affected by the selection and usage of inappropriate instructional strategies. Chemistry teachers are, therefore, encouraged to continually select and use the most appropriate instructional strategies, such as participatory teaching and learning approach (Adu-Gyamfi et al, 2020), computer simulation games (Bilek et al, 2018), conceptual change approach (Calik et al, 2009;Priede & Krumina, 2012), learning cycle (7E model) (Santi & Atun, 2020), and cooperative learning approach (Avci et al, 2019) for teaching the mole concept to attract students to it. The nature of the mole concept, which entails abstractness and mathematics, could influence the concept by resulting in the difficulties encountered in the teaching and learning (Chong et al, 2019;Mweshi et al, 2019) and these, students in this research appreciate.…”

Section: Discussionmentioning

confidence: 99%

Gender Variations Favouring Male Students in Perceived Nature of Learning Mole Concept

Adu-Gyamfi

Vorsah

2022

PEC

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A good number of instructional strategies are identified to help students overcome their learning difficulties in the mole concept. However, Ghanaian senior high school students continue to have difficulties in the mole concept. Hence, there was the need to examine the perceived nature of learning the mole concept in the perspectives of male and female students. An explanatory sequential mixed methods design was adopted to collect quantitative and qualitative data. The students, selected through a multistage sampling procedure from four schools, responded to questionnaire and interview guide. Through independent-samples t-test statistics it was established that though students were full of uncertainty about the perceived nature of the mole concept that of males differed from their female counterparts. Hence, chemistry teachers should create learning environment conducive enough for male and female students to overcome their uncertainty in the mole concept. Keywords: chemistry teachers, gender variations, learning mole concept, perceived nature

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Section: Discussionmentioning

confidence: 99%

Gender Variations Favouring Male Students in Perceived Nature of Learning Mole Concept

Adu-Gyamfi

Vorsah

2022

PEC

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“…The concept orbital hybridization is not only abstract in nature, but it is also a procedural knowledge, so a direct instruction strategy is needed so that students can easily master the concept. These techniques includes the use of computer simulation and computerized modeling software (Koomson et al, 2020), visual models (Essah & Emmanuel, 2019), and problem game learning (Ameyaw & Sarpong,2015), participatory teaching and learning approach (Adu-Gyamfi et al, 2020), computer simulation games (Bílek et al, 2018), conceptual change approach (Calik et al, 2009;Priede & Krumina, 2012), and cooperative learning approach (Avci et al, 2019), learning cycle (7E model) (Santi & Atun, 2020), mastery learning, advance organizers, inquiry-based learning and inductive teaching. The findings show that teachers are limited in employing some of these instructional strategies in teaching the abstract concept of hybridization.…”

Section: Knowledge Of Instructional Strategiesmentioning

confidence: 99%

Chemistry teachers’ pedagogical content knowledge in teaching hybridization

Marifa

Abukari²,

Samari³

et al. 2023

PEDAGOGICAL RES

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Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners’ performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semi- structured interviews, lesson plans analysis and observations were used as data collection instruments. Data was analyzed using content analysis. The findings reveal that most of the teachers have high knowledge of instructional strategies and knowledge of the science curriculum. In addition, it was revealed that many of the teachers have inadequate knowledge in their orientation towards science teaching, assessment of scientific knowledge, and in knowledge of students understanding of science. It was concluded that the teachers’ PCK was inadequate since knowledge of instructional strategies and knowledge of curriculum alone does not define an effective science teacher. The study recommended that in-service professional training in PCK should be organized for teachers to improve their classroom practices.

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“…7E Learning Cycle is constructivist and student centered [24,25] to build students' knowledge independently. 7E Learning Cycle also has a syntax that helps students to transfer their learning to new contexts [26] and provides opportunities to design and plan experiments related to indicators of scientific literacy [27].…”

Section: Introductionmentioning

confidence: 99%

Exploration of students’ scientific literacy in work and energy through STEM-based 7E learning cycle with formative assessment

Parno,

Putri,

Munfaridah

et al. 2024

J. Phys.: Conf. Ser.

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21st century education requires students to have scientific literacy competencies to overcome problems in society in the globalization era. The low scientific literacy is closely related to students’ difficulties in work and energy topic. Solution is needed to improve scientific literacy by designing appropriate learning model. This study has a purpose to analyze students’ scientific literacy on work and energy through STEM-based 7E learning cycle with formative assessment. This study used embedded experimental mixed method design. The subjects were 27 of tenth grade students of Laboratory UM high school, Indonesia. Data were collected using essays of scientific literacy test with 0.657 reliability and interviews. Data were analyzed quantitatively using paired sample t-test, N-gain, and d-effect size. While the qualitative using data collection procedures, data reduction, coding, presentation, and building a conclusion. The results indicated STEM-based 7E learning cycle with formative assessment was able to increase significantly students’ scientific literacy in medium category. The results showed that majority of students at Conceptual Level which students are able to answer related with the main concept of kinetic and potential energy but but did not go beyond the concepts of scientific discipline. However, students have difficulties on indicator of creating and evaluating the experiments. For future studies, 9E Learning Cycle or aspects of ‘Art’ could be added in STEM to gain even higher students’ scientific literacy.

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Learning Activities Based on Learning Cycle 7E Model: Chemistry Teachers’ Perspective

Cited by 3 publications

References 21 publications

Gender Variations Favouring Male Students in Perceived Nature of Learning Mole Concept

Gender Variations Favouring Male Students in Perceived Nature of Learning Mole Concept

Chemistry teachers’ pedagogical content knowledge in teaching hybridization

Exploration of students’ scientific literacy in work and energy through STEM-based 7E learning cycle with formative assessment

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