Linking the microscopic view of chemistry to real‐life experiences: Intertextuality in a high‐school science classroom

Wu, Hsin Kai

doi:10.1002/sce.10090

Cited by 77 publications

(94 citation statements)

References 31 publications

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“…Çünkü fen öğretiminin içerisinde yer alan pek çok kavramın, özellikle kimya kavramlarının soyut doğası nedeniyle (Sirhan, 2007) öğrenilmesi ve öğretilmesi zordur (Treagust, Duit ve Nieswandt, 2000;Tsaparlis, 1997). Bu zorlukların ardındaki neden, öğrencilerin kimya kavramlarını makroskobik, mikroskobik ve sembolik boyutta ilişkilendirmekte güçlük çekmesidir (Wu, 2003). Bu boyutların ne olduğu üzerinde durulacak olursa makroskobik boyut gözle görülebilen durumları, sembolik boyut tepkime denklemleri, reaksiyon mekanizmaları gibi sembollerle ifade edilen durumları ve son olarak mikroskobik boyut ise maddenin tanecikli yapısı ile ilgili durumları kapsamaktadır (Treagust, Chittleborough ve Mamiala, 2003 …”

Section: İlgili Araştırmalarunclassified

“…Sonuç olarak, etkili bir kimya öğretiminin makroskobik, sembolik ve mikroskobik seviyeyi doğru bir şekilde kullanabilmekle ilişkili olduğu vurgusu yapılmaktadır (Treagust, Chittleborough ve Mamila, 2003;Wu, 2003). ASTÖ ile gerçekleştirilecek kimya öğretiminin, geleceğin öğretmenleri olacak olan fen bilimleri öğretmen adaylarının kimyanın bu üç boyutunu ve aralarındaki ilişkileri doğru ve etkin bir şekilde kavrayabilmelerine ve gelecekte kendi öğrencilerine de kimyayı anlamlı bir şekilde öğretebilmelerine katkı sağlayacağı düşünülmektedir.…”

Section: Deney Ve Kontrol Grubu öN-test Son-test Makroskobik Boyut Baunclassified

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Araştırma-Sorgulama Temelli Öğrenme Yaklaşımının Fen Bilimleri Öğretmen Adaylarının Analitik Kimya Öğrenimine Etkisi

Tüysüz¹,

Şardağ²,

Durukan³

2017

efdyyu

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Öz: Bu çalışmanın amacı, araştırma-sorgulama temelli öğrenme yaklaşımının analitik kimya laboratuvarında öğrenim gören fen bilimleri öğretmen adaylarının analitik kimya başarılarına ve kimyanın makroskobik, mikroskobik ve sembolik boyuttaki bilgi düzeylerine etkisini Abstract: The aim of the study was to seek the impact of inquiry-based learning instruction on pre-service science teachers' academic achievement and knowledge of macroscopic, microscopic, and symbolic levels at analytical chemistry laboratory. Pre-test post-test control group as the type of quasi-experimental design was conducted. Convenience sampling method was used in this study. The experimental group consisted of 29 individuals (24 female, 5 male) and the control group consisted of 27 individuals (20 female, 7 male). The data was collected with Chemistry Achievement Test including 26 multiple-choice questions to evaluate basic chemistry knowledge related to physical-chemical changes, reaction types and separation methods, and knowledge in macroscopic, microscopic and symbolic levels of related chemistry topics. After treatments, participants treated with inquiry-based learning were more successful regarding academic achievement and knowledge of macroscopic level than the participants treated traditionally. However, there is no significant difference between groups in the knowledge of microscopic and symbolic levels.

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Section: İlgili Araştırmalarunclassified

Section: Deney Ve Kontrol Grubu öN-test Son-test Makroskobik Boyut Baunclassified

Araştırma-Sorgulama Temelli Öğrenme Yaklaşımının Fen Bilimleri Öğretmen Adaylarının Analitik Kimya Öğrenimine Etkisi

Tüysüz¹,

Şardağ²,

Durukan³

2017

efdyyu

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“…Dengan demikian, dalam mempelajari kimia, siswa merekonstruksi suatu pemahaman yang mampu mempertautkan ketiga level representasi, sehingga pembelajaran akan lebih bermakna (Wu, 2003).…”

Section: Pendahuluanunclassified

Pengembangan Cd Pembelajaran Interaktif Kimia Sma Berbasis Intertekstualitas Sebagai Alternatif Model Pembelajaran

Anwar¹,

Sonjaya²,

Wiji³

2011

JPMIPA

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The study application of intertextuality learning model using the CD learning has been conducted in 3 high schools, SMA A, SMA B, and SMA C, during on May 2010. Selection of these three schools are expected to represent the school with low quality to high quality. During the process of learning trials take place, students can actively follow by providing a good response. From the displays are given, students can grasp the concepts of salt hydrolysis on the material well, although sometimes these views should be given back and forth for three levels of representation can link. In general, students responded well to the implementation of this intertextual learning strategy because it was interested in the learning process is done and easy to understand the concepts provided in a systematic and always connects with concepts already learned. The response of teachers towards the implementation of this intertextual learning model provides a positive outlook, in this case because the learning process undertaken to facilitate teachers to deliver material salt hydrolysis systematically arranged through third-level engagement representations and packaged in a multimedia form so that the concepts presented to received by students in one piece and easy. Application of learning models on material intertextual salt hydrolysis was able to improve the mastery of the concepts in the material. Increasing students' mastery of the concept of material obtained by hydrolysis salt N-gain value calculation, the overall values obtained N-gain of 0.67 which means the implementation of learning strategy on material intertextual hydrolysis of this salt can enhance the mastery of concepts with high criteria. This data also supported students' mental models for dissolution process of various salts. This model was also to increase student motivation in learning. Increased student motivation most high school students owned by C, which in most low pretest value compared other high school. Error! Hyperlink reference not valid.Keyword : intertextuality learning model PENGEMBANGAN CD PEMBELAJARAN INTERAKTIF KIMIA SMA BERBASIS INTERTEKSTUALITAS SEBAGAI ALTERNATIF MODEL PEMBELAJARAN ABSTRAKStudi aplikasi model pembelajaran intertekstual menggunakan CD pembelajaran telah dilakukan di 3 SMA, yaitu SMA A, SMA B dan SMA C selama bulan Mei 2010. Pemilihan tiga sekolah ini diharapkan dapat mewakili sekolah dengan kualitas rendah sampai kualitas tinggi. Selama proses ujicoba pembelajaran berlangsung, siswa dapat mengikuti secara aktif dengan memberikan respon yang baik. Dari tampilan-tampilan yang diberikan, siswa bisa memahami konsep-konsep pada materi hidrolisis garam dengan baik meskipun terkadang tampilan tersebut harus diberikan secara bolakbalik untuk dapat mempertautkan ketiga level representasi. Secara umum, siswa merespon dengan baik terhadap implementasi strategi pembelajaran intertekstual ini karena merasa tertarik dengan proses pembelajaran yang dilakukan dan memudahkan untuk memahami konsep-konsep yang diberikan secara sistematis dan s...

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“…Class members create particular ways of talking, thinking, and interacting that shape and are shaped by the communicative processes of class discourse. These discourse processes are rule-driven that allow and exclude what and how scientific knowledge is practiced and constructed through class interactions (Wu, 2003). Classroom discourse therefore is an important source of data on students' inscriptional practices.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Exploring middle school students' use of inscriptions in project-based science classrooms

Wu¹,

Krajcik²

2006

Sci. Ed.

Self Cite

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This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew from a naturalistic approach. The findings showed that throughout the unit, provided with the teachers' scaffold and social, conceptual, and material resources, the seventh graders were able to use various inscriptions (e.g., digital pictures, Web pages, and models) to demonstrate meaningful inscriptional practices such as creating and using inscriptions to make arguments, to represent conceptual understandings, and to engage in thoughtful discussions. Inscriptions and associated practices provided students with experiences and understandings about certain ways to organize, transform, and link data or scientific ideas. However, when constructing inscriptions, students did not consider how the inscriptions could serve certain reasoning purposes. In addition, more scaffolds were needed to help students use multiple inscriptions to make a coherent argument.

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Linking the microscopic view of chemistry to real‐life experiences: Intertextuality in a high‐school science classroom

Cited by 77 publications

References 31 publications

Araştırma-Sorgulama Temelli Öğrenme Yaklaşımının Fen Bilimleri Öğretmen Adaylarının Analitik Kimya Öğrenimine Etkisi

Araştırma-Sorgulama Temelli Öğrenme Yaklaşımının Fen Bilimleri Öğretmen Adaylarının Analitik Kimya Öğrenimine Etkisi

Pengembangan Cd Pembelajaran Interaktif Kimia Sma Berbasis Intertekstualitas Sebagai Alternatif Model Pembelajaran

Exploring middle school students' use of inscriptions in project-based science classrooms

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