Publisher

UNSAMUNSAM

Journal Jurnal Olahraga Rekreasi SamudraJurnal Olahraga Rekreasi Samudra Abstract

This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes participated, referred to here as study group A (year 1), N = 14; and study group B (year 2), N = 21. The curriculum for a first-year chemistry course (group A) was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups.

Conclusion

The study demonstrated that the reaction-type curriculum effectively promoted student proficiency in reaction knowledge.However, the use of the software solution in group B showed an added learning benefit, leading to improved retention of reaction knowledge and overall chemistry achievement compared to group A.These findings highlight the importance of incorporating model-based understanding, specifically reaction types, into first-year chemistry courses to enhance student learning and predict success.

Future Research

Future research could explore the long-term impact of the reaction-type software on students conceptual understanding and problem-solving skills in more advanced chemistry courses. Additionally, investigating the effectiveness of adapting the software for different learning styles and incorporating personalized learning pathways could further enhance its impact. Finally, a study comparing the reaction-type software to other innovative teaching methods, such as virtual reality simulations or augmented reality applications, would provide valuable insights into the most effective approaches for teaching and assessing chemical reactions and equations, ultimately improving student engagement and mastery of these foundational concepts.

References

1. Do high school chemistry examinations inhibit deeper level understanding of dynamic reversible chemical... doi.org/10.1080/02635143.2012.692362Do high school chemistry examinations inhibit deeper level understanding of dynamic reversible chemical doi 10 1080 02635143 2012 692362
2. Chemistry Problem-Solving: Symbol, Macro, Micro, and Process Aspects | Journal of Chemical Education.... pubs.acs.org/doi/abs/10.1021/ed080p978Chemistry Problem Solving Symbol Macro Micro and Process Aspects Journal of Chemical Education pubs acs doi abs 10 1021 ed080p978
3. Two experiments to approach the Boltzmann factor: chemical reaction and viscous flow - IOPscience. two... iopscience.iop.org/article/10.1088/0143-0807/33/2/359Two experiments to approach the Boltzmann factor chemical reaction and viscous flow IOPscience two iopscience iop article 10 1088 0143 0807 33 2 359

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