The Effectiveness of Teachers' Use of Demonstrations for Enhancing Students' Understanding of and Attitudes to Learning the Oxidation-Reduction Concept

Basheer, Ahmad; Hugerat, Muhamad; Kortam, Naji; Hofstein, Avi

doi:10.12973/eurasia.2017.00632a

Cited by 35 publications

(19 citation statements)

References 18 publications

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“…Demonstration method, outdoor learning, and interactive discussion enhance the students' interest in joining the learning so that it positively impacts on the improvement of learning motivation (Bolkan, 2015). This argument is in line with the previous research reporting that learning using demonstration method (Basheer, Hugerat, Kortam, & Hofstein, 2017) and outdoor learning (Cahyono et al, 2016) improved the learners' learning motivation. If it is viewed from self-determination theory, this case happens due to the factor of internal regulation in the form of students' interest and comfort during the lecture so that their learning motivation upgraded (Ryan & Deci, 2000).…”

Section: Learning Motivationsupporting

confidence: 84%

Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Indriwati

Susilo

Hermawan

2019

JPBI

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Students’ motivation and their collaborative skills play a crucial role in determining the learning quality. The lower the motivation and collaborative skills the lower the learning quality. This lesson study-based classroom action research aimed at improving the students’ learning motivation and collaborative skills by implementing a Remap Jigsaw learning model. The subjects of this research were the fifth semester undergraduate students of Biology Education of Universitas Negeri Malang, who were taking the Basic Skills of Teaching course. The research was conducted in four cycles in which the each cycle consisted of two meetings. The instruments of data collection were the observation sheets and assessment sheets of students’ self-report. The data was analyzed qualitatively and quantitatively. The results showed that students’ learning motivation increased from 66.25% in the cycle I to 84.37% in the cycle IV; while the students’ collaborative skills enhanced from 50% to 70.83% in the cycle IV. In the other words, the Remap Jigsaw combined with modelling activities can improve students’ motivation and their collaborative skills.

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Section: Learning Motivationsupporting

confidence: 84%

Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Indriwati

Susilo

Hermawan

2019

JPBI

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“…These ideas are possible to read in some studies, which were focused on the influence of experiment demonstration on the learners' attitudes toward chemistry (e.g. Basheer et al, 2017). Likewise, focusing chemistry on everyday life (combination of practise, e.g.…”

Section: Discussionmentioning

confidence: 99%

Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

Kubiatko

Balátová

Fančovičová

et al. 2017

EURASIA J MATH SCI T

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Chemistry is a school subject that is not viewed favorably among pupils. Before we can improve pupils' attitudes toward chemistry, it is important to find out the problem as to why the attitudes are relatively negative. The research was focused on Czech lower secondary and secondary grammar school pupils' attitudes to the subject of chemistry. Also, the difference between groups of variables (gender and grade) was examined. The sample size contained 931 Czech lower secondary and secondary grammar school pupils. The research tool was a questionnaire with 25 Likert type items. By the use of factor analysis, the items were distributed into four categories: 1) Popularity and difficulty of chemistry, 2) The relevance of chemistry, 3) Chemical aids and laboratory experiments, 4) The future life and chemistry. The overall score indicated neutral/slightly positive pupils' attitude toward chemistry. Girls received a lower score in comparison with boys in all grades, except the 1st grade, in secondary grammar schools. The opposite situation was among lower secondary school pupils, where girls achieved a slightly higher attitude score. It is possible to say that negative attitudes toward chemistry are also among lower secondary and secondary grammar school pupils, so it is needed to try to improve attitudes toward chemistry from the early age of pupils. The recommendations for the pedagogical practice are suggested in the conclusion.

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“…Österlund, Berg and Ekborg [8] argue that chemical reactions can explain a large degree of the world we live in and redox reactions provide a wide range of daily applications of the corresponding content being studied. Redox reactions such as combustion belong to the central concepts taught in almost every secondary school chemistry curriculum [9] and this is the case for chemistry education in the People's Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan and Malaysia. Redox reactions are related to, and important for, understanding everyday issues such as corrosion, the functioning of a battery, and electroplating [10].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

et al. 2019

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This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a literature review of the discussion on different levels of chemical representations and from a total of 346 visual representations related to redox reactions identified and analyzed from the textbooks. Based on the frequencies and levels of visual representations in the textbooks, this study showed that representations in textbooks from the People’s Republic of China mostly focus on the macro and macro-symbolic levels and indicate some aspects of everyday life as well as orientations towards industry and technology. The findings show that the textbook from Taiwan uses multiple macroscopic, submicroscopic, and symbolic representations to illustrate the redox reactions. The textbook from Hong Kong has a strong orientation along the content structure of chemistry, with mostly macro level representations. The textbook from the Chinese minority in Malaysia follows a strong structure-of-discipline orientation with limited visual support.

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The Effectiveness of Teachers' Use of Demonstrations for Enhancing Students' Understanding of and Attitudes to Learning the Oxidation-Reduction Concept

Cited by 35 publications

References 18 publications

Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

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