The Game as a Strategy of Learning Chemistry Among High School Students

Abstract

This study consists of a longitudinal research using an active methodology to teach the contents of the periodic table to high school students, based on project-based learning and WebQuest. The aim of this investigation is to study the relationship between learning the periodic table and the type of strategy that students choose to achieve the learning outcomes related to it. Throughout the learning process of the periodic table's chemical elements we could see that, after giving total freedom to 260 students (during 5 years of investigation) in the construction of instructional materials which helped them learn the periodic table, 195 of them chose to develop a game as a tool. There was no significant difference between genders, showing that students prefer to learn in a playful, motivating and exciting way since they felt a greater interest and had a better evaluation of what they had learned about, reaching a deeper and lasting understanding, hence, a significant learning. Gamification and learning-based games are acquiring a relevant role in education centers and teachers who apply these methodologies in pedagogical approaches have increased.

Learners’ issues in the preparation and qualitative analysis of salts topics in chemistry: Teachers’ perspectives

“…Henceforth, helping students visualize the abstract concepts in these salts topics is crucial as it strengthens students' conceptual knowledge and sustains their interest in learning the topics by making a relationship between the theory and application of the knowledge (Miranda & Smaka, 2021;Napes & Sharif, 2022). Teachers can adopt various strategies as shared by the informants, such as using multiple representations in teaching (Farida et al, 2018;Kuit & Osman, 2021) or incorporating games to help students to visualize the process or abstract concepts while having fun learning (Álvarez-Herrero & Valls-Bautista, 2021;Doraiseriyan & Damanhuri, 2021;Osman & Lay, 2020). Also, the role of 'hands-on' in learning, as emphasized by the informants, should not be side-lined as it provides experiential learning to students rather than solely focusing on concepts memorization (Miranda & Smaka, 2021;Timilsena et al, 2022).…”