The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students’ Spatial Ability and Scientific Reasoning Skills

Al‐Balushi, Sulaiman M.; Al-Musawi, Ali S.; Ambusaidi, Abdullah; Al-Hajri, Fatemah H.

doi:10.1007/s10956-016-9652-2

Cited by 51 publications

(44 citation statements)

References 55 publications

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“…A convincing body of research has documented the contribution of spatial reasoning skills to performance on STEM assessments and in disciplines like physics, engineering, and chemistry that require 2D and 3D visualization, mental rotation reasoning, and perspective taking [3,4,[6][7][8][9][10]. Janelle et al [5] call for more research on ways to foster spatial sense making for students so that the gated STEM community might be opened to all students.…”

Section: Spatial Reasoning In the Science Disciplinesmentioning

confidence: 99%

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

Wilhelm

Cole

Cohen

et al. 2018

Phys. Rev. Phys. Educ. Res.

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[This paper is part of the Focused Collection on Astronomy Education Research.] We examined teachers' spatial-scientific reasoning and the alternative conceptions they held regarding Earth-space content. While participating in a professional development (PD) workshop, teachers engaged in an integrated mathematics and science project-based unit designed to foster spatial reasoning and improve lunar-related conceptual understanding. The Purdue Spatial Visualization Test-Rotation (PSVT-Rot) and the Lunar Phases Concept Inventory (LPCI) were used to assess understanding. We found the teachers held similar alternative conceptions as their students. Moreover, we discovered that teachers had limited understanding of the EarthMoon-Sun scale, motions, and geometric configurations. To determine how teachers' spatial-scientific confidence and ability translated to their classroom practice, we videotaped and analyzed instruction conducted by 6 teachers on an Earth-space lesson. Two teachers with the highest spatial-scientific confidence and ability had students achieving significant learning outcomes on both the PSVT-Rot and the LPCI.

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Section: Spatial Reasoning In the Science Disciplinesmentioning

confidence: 99%

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

Wilhelm

Cole

Cohen

et al. 2018

Phys. Rev. Phys. Educ. Res.

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“…Guru dapat fokus untuk mendesain model dan metode pembelajaran yang cocok untuk melatih Keterampilan Penalaran Ilmiah siswa, tanpa memperhatikan perbedaan identitas masing-masing siswa, seperti jenis kelamin. Guru dapat menerapkan pembelajaran inkuiri (Andersen & Garcia-Mila, 2017;Chen & She, 2014), pembelajaran berbasis masalah (Misnasanti et al, 2017), dan pembelajaran berbasis komputer (Al-Balushi et al, 2016;Bork, 1993;She & Liao, 2010) juga dengan scaffolding (Rashid et al, 2017).…”

Section: Pkonsunclassified

Eksplorasi Keterampilan Penalaran Ilmiah Berdasarkan Jenis Kelamin Siswa SMA

Fawaiz¹,

Handayanto²,

Wahyudi

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: Scientific reasoning skills are very important for students to be obtained as their future provisions considering they are firmly related to problem solving and critical thinking skills. The purpose of this study was to identify high school students’ SRA based on gender in Situbondo Regency. This research method is quantitative descriptive utilizing a sample of 195 high school students selected utilizing purposive sampling. The instrument consisted of 26 open-ended multiple-choice questions with a reliability coefficient α = 0.797. The results of this research indicate that the distinctions in SRA between male and female students are inexistent. However, female students have a slightly higher average SRS value and outperform the SRS level achievement of male students, spesifically on correlational reasoning, probabilistic reasoning, and hyphotetico-deductive reasoning. In addition, most of students (84,10%) remain on the concrete operational level and this indicates that the students’ SRSs is still low. Combinatorial reasoning considered as the lowest achievement indicators whilst correlation reasoning indicators quite the opposite. Based on the findings, the implication based on theory and practices have been discussed.Abstrak: Keterampilan penalaran ilmiah sangat penting dimiliki siswa sebagai bekal masa depan mereka, karena berkaitan erat dengan pemecahan masalah dan ketereampilan berpikir kritis. Tujuan penelitian ini untuk mengidentifikasi Keterampilan Penalaran Ilmiah siswa SMA berdasarkan jenis kelamin di Kabupaten Situbondo. Metode penelitian ini adalah deksriptif kuantitatif, dengan sampel sebanyak 195 siswa SMA dipilih dengan purposive sampling. Instrumen terdiri atas 26 butir soal pilihan ganda berlasan terbuka dengan koefisien reliabilitas α = 0,797. Hasil penelitian ini menunjukkan bahwa tidak ada perbedaan KPI antara siswa laki-laki dan perempuan. Namun demikian, siswa perempuan memiliki nilai rata-rata KPI sedikit lebih tinggi dan mengungguli pencapaian level Keterampilan Penalaran Ilmiah siswa laki-laki, khususnya pada penalaran korelasi, probabilistik, dan hypothetico-deductive reasoning. Selain itu, sebagian besar siswa (84,10%) berada pada tingkat operasional konkret dan hal ini mengindikasikan KPI siswa masih rendah. Penalaran kombinatorial sebagai indikator capaian terendah, sementara indikator penalaran korelasi sebaliknya. Berdasarkan temuan, implikasi berdasarkan teori dan praktik telah didiskusikan.

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“…There are many methods of teaching electrochemistry to enhance students' conceptual understanding as reported in the literature, such as using inductive teaching (Surif et al, 2019), verbal questioning (Iksan & Daniel, 2015), contextual teaching and learning (Prihastyanti et al, 2020), scientific animation (Al-Balushi et al, 2017), and computer animation (Osman & Lee, 2014). These methods share a similar perspective in which they promote active learning strategies.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

Ahmad

Yakob

Bunyamin

et al. 2021

JPII

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Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05]. Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

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The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students’ Spatial Ability and Scientific Reasoning Skills

Cited by 51 publications

References 55 publications

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

Eksplorasi Keterampilan Penalaran Ilmiah Berdasarkan Jenis Kelamin Siswa SMA

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

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