Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Cognitive dissonance represents someone’s cognition discrepancy on a particular concept and then encouraging the person to comprehend that specific concept better. Cognitive dissonance can be constructed through the use of multiple representations in chemistry learning. Chemistry learning’s nature always involves abstract and complex concepts. Therefore, students mostly face difficulty understanding chemical concepts so that they experience misconceptions. This study seeks to describes the syntax of cognitive dissonance combined with multiple representations to illustrate the implementations of multiple representation based cognitive dissonance strategies (MRCD) in reducing the students’ misconception within chemistry learning. It descriptively examined the articles related to cognitive dissonance and multiple representations. The obtained data were secondary in the form of relevant research articles. The data were analyzed using a descriptive qualitative technique. The study results suggest that multiple representation-based cognitive dissonances consist of a number of phases, namely the prerequisite knowledge, creation of cognitive dissonance, implementation of attained knowledge, and reflection. Each of those phases involves multiple representations. In the end, the multiple representations-based cognitive dissonance strategy that refers to syntax has been confirmed to effectively reduce students’ misconception and improve the learning quality. The multiple representation-based cognitive dissonance strategy should be adopted in chemistry learning since it facilitates students to construct abstract chemical knowledge. Further, this strategy can bring the utmost results if combine with the constructivist learning model.

STEM education is an area of great interest in Malaysia. However, learning STEM subject, focusing on chemistry at a younger age is a challenge among most of secondary school students. Thus, this study aims to investigate gifted and talented students’ knowledge and motivation toward learning chemistry, besides their preferred choice of learning. A total of 71 gifted and talented students taking chemistry at the age of 12 to 13 years old at a high school, were involved in this study. In this study, a survey questionnaire was used, as well as the Attitude toward Chemistry Lesson Scale and Glynn's Motivation Model. Statistical Package for Social Science (SPSS) version 21 was used to analyze the collected data, which included descriptive and inferential statistics. The findings revealed that students perceived chemistry to be important in many aspects of daily life. There was no substantial difference in the mean of male and female students' knowledge and motivation toward chemistry learning scores. The study's findings also show a moderately positive correlation between students' knowledge and career motivation, with the highest correlation value. This paper can help educators improve their students' knowledge and motivation for chemistry learning. As a result, educators' roles in bringing about changes in knowledge and motivation toward chemistry teaching and learning processes are critical.

Physical Chemistry II course in the Chemistry Education Study Program is one of the subjects with an abstract nature, such as Electrochemistry materials. The abstract nature of Electrochemistry makes it difficult for students to observe the processes occurring in Electrochemical systems directly. When explained theoretically, these concepts are often challenging for students to understand. Therefore, teaching Electrochemistry requires an e-book that incorporates chemical representations, particularly multiple representations. To address this, it is deemed necessary to develop an Electrochemistry e-book based on multiple representations using 3D PageFlip. This e-book integrates multiple representations, enabling students to independently study and comprehend Electrochemistry materials while providing flexibility and convenience. An Electrochemistry e-book with multiple representations, particularly in a computer-assisted learning format, is a viable alternative to support student learning. This study aims to develop an Electrochemistry e-book using 3D PageFlip based on multiple representations. This software allows the creation of interactive and engaging educational resources. The resulting e-book aims to enhance students' individual abilities and increase their interest and motivation, which in turn is expected to improve their academic performance and learning outcomes. Moreover, this multimedia learning tool is intended to address challenges related to students' limited comprehension during classroom learning processes, accommodate individual characteristics, and offer alternative solutions to the low self-actualization of students. Through this e-book, students can revisit and explore difficult concepts, facilitating deeper understanding. The ultimate goal of this research is to produce an Electrochemistry e-book based on multiple representations across macroscopic, microscopic, and symbolic levels using 3D PageFlip. This e-book will align with the applicable curriculum and adhere to educational principles while incorporating essential educational elements. By improving concept mastery in Electrochemistry, this resource is expected to enhance students' cognitive abilities and overall learning outcomes

Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.

Chemistry learning, industrial needs and the existing problems in society can be discussed and integrated into the classroom by implementing the STEM (Science, Technology, Engineering, and Mathematics) approach. The focus of the STEM research conducted previously was on improving the skills possessed by students. Only few paid attentions to the perceptions of teachers in the chemistry class. The purpose of this research was to determine the chemistry teacher's perception of the implementation of the STEM approach in chemistry learning. The purposed-design survey method was used in this research. A total of 37 chemistry teachers were involved as respondents. The sampling technique used was random sampling by giving questionnaires to chemistry teachers from various level of education in around central java, Indonesia. The questionnaire instrument was used to determine teachers' perceptions of STEM learning in chemistry learning. The result of the survey conducted was chemistry teachers had a positive perception of the implementation of chemistry learning using the STEM approach. The main obstacle faced by the teachers to implement the STEM approach is that they are not accustomed to applying the STEM approach and there is limited time available for the learning process with STEM. Meanwhile, according to the teachers, by applying the STEM approach in the chemistry class, it can improve the students' skills needed in the 21st century.

The last chapter in the first part of the Section I “Teaching and Learning Chemistry” by Bunce entitled “Challenging Myths about Teaching and Learning Chemistry” argues about students’ learning chemistry never the less teaching is active or it comprises different multimodel representational approaches. Some things in education are repeated so often that they become embedded in the collective memory of both students and teachers. We have come to accept as “truths” such things, for example, students’ attention during lecture, the use of modern technology will increase students’ achievements in chemistry, students just memorize the learning material and do not study for understanding, students forget most of what they learn in chemistry immediately after completing an exam… Bunce discusses further in the chapter about the proofs to support the acceptance of these ideas within the academic community and she tries to explore the truth behind these beliefs and some of the intervening variables that affect their measurement and interpretation. The goal of this chapter is to move our knowledge of how students learn from unsubstantiated opinion to a more accurate research-based foundation.

This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

This study examined the perceptions of Chemistry teachers towards the use of instructional media for teaching and learning across public secondary schools in Jalingo metropolis of Taraba State. In order to achieve the objectives of the study, two (2) research questions and one null hypothesis guided the study. It was a descriptive survey research design with target population of one hundred and eight (108) science teachers out of which twenty (20) Chemistry teachers were selected using purposive sampling technique from ten public secondary schools in the study area. A researcher-developed questionnaire titled Instructional Media in relation to Teaching and Learning of Chemistry Questionnaire- IMTLCQ with reliability coefficient of (r=0.81) value after using Pearson Product Moment Correlation- PPMC analysis. Mean and standard deviations were used for answering research questions while independent T-test was used for testing the null hypothesis at 0.05 level of significance. The findings revealed no significant difference in the mean response of male and female chemistry teachers on the use of instructional media; and a positive perception towards the use of instructional media for teaching and learning of Chemistry in the study area. Based on the findings of the study, it was concluded that teachers’ perception towards the use of instructional media for teaching and learning of Chemistry is positive, thereby suggesting widely acceptance of technology in teaching Chemistry. However, certain factors affecting the use of instructional media for teaching and learning were identified and appropriate recommendations were made, including involvement of all stakeholders in education for provision of relevant technological gadgets to facilitate effective teaching and learning of Chemistry across public secondary schools in the study area.

This study assessed the impact of WhatsApp usage on chemistry education in tertiary institutions: A case study of Federal College of Education, Zaria. The study employed survey design as the research methodology. Its study population was 734 respondents, comprised of lecturers, undergraduate and NCE chemistry students. 300 respondents were drawn as sample size, 20 lecturers, 80 B.Ed and 200 NCE students. A Questionnaire was the instrument used for data collection. Validity and reliability of the instrument were established. Descriptive statistics of means and standard deviation were used to answer research questions, while inferential statistics of independent sample t-test statistics was used to test the study hypotheses. The finding of this study revealed no significant difference at 0.05% level of significance on WhatsApp’s usage and students’ engagement and lecturer’s effectiveness in teaching and learning Chemistry. The second finding revealed no significant difference between the perception of students and lecturers on the use of WhatsApp application for teaching and learning Chemistry in FCE Zaria. The study also revealed a significant difference between the effects of WhatsApp application usage and teaching/learning of Chemistry in tertiary institution. Therefore, it is recommended among others that: Lecturers should develop specific, measurable, achievable, relevant, and time-bound clear objectives for WhatsApp-based chemistry education, towards improvement in student learning outcomes, science process skills in chemistry and facilitate learning outside the classroom.

South East Asia is undergoing massive development in many sectors, so do the education. Good education needs a high quality teacher. SEA Teacher Project is a project held by SEAMEO to revitalize teacher education. Practicum for pre-service teachers plays a big role in the development of teacher in the future. Departing from SEA Teacher Project’s goals, this case study research aimed to explore how the teachers in the practice schools provided analogies and used visual aids in chemistry learning and how were student teachers’ perspectives in chemistry learning. The participants were 4 chemistry pre-service student teachers who experienced this program between 2016 and 2019. This research also explored the issues and challenges in the field to improve chemistry pre-service student teachers’ preparation, the fruitfulness of the program based on pre-service student teachers’ perspective. The results showed that analogies and visual aids are strengthen each other in chemistry learning. The SEA Teacher Project held by 2016 to 2019 has given significant experience of teaching for the participants.

Scientific Creativity is fundamental skill that must be possessed by students in chemistry learning. In Indonesia, curriculum has emphasized to learner-center which has been one of supporting scientific creativity. However, the main controller in class is still teacher. Unfortunately, there were still any of them implements teacher-center. This study aims to study what extent of implementation of scientific creativity in chemistry learning among chemistry teachers. This study was qualitative research with case study approach. There were 5 chemistry teachers in Riau Indonesia selected through purposive sampling technique. Data was collected through interview and further was analyzed using thematic analysis. The chemistry teachers in this study have not yet implemented maximally, in which there were still teachers use of questions that did not lead to open-ended questions, teachers tended to focus on technical products, and less effort in providing opportunities for students to express their ideas. The lack of implementation of scientific creativity in this study showed that even though curriculum has supported it, but it still needs observation what extend teachers’ performance in the classroom. Therefore, enhancement of scientific creativity could be done appropriately.

<p class="0abstract">Chemistry is branch of science that is different because of chemical representations. The chemical representation made students assumed that chemistry is difficult. Students must master chemical representation to be able understand chemistry deeply. Besides, science process skills are crucial skills in learning chemistry, however, the students’ science process skills are rare to be involved. Chemical representation and science process skills have relationship each other. Nowadays, it was still difficult to find module could be used either face-to-face learning or online learning. Therefore, this study aimed to develop valid module integrated chemical representation and science process skills, and can be used in face-to-face learning and online learning (dual mode module) and to investigate teachers’ response about module. The research design used was ADDIE, data collected by using online validation form that was given to 6 validators to assess module based on suitability content, potential effectiveness, and overall satisfaction. To investigate chemistry teachers’ response to module, the online questionnaire given to teachers and it was further analyzed using percentage and compare to criteria of validity and criteria of response user. Th result found that module developed is valid with suitability content is 90.7%, potential effectiveness is 92%, and overall satisfaction is 92.5%. The chemistry teachers’ response showed that this module is very good criteria (92.36%). Therefore, dual mode module hopefully would be used in learning chemistry as media in face-to-face learning and online learning and also support chemical representation and science process skills among students. </p>

Chemistry education has a long and storied history. From the earliest days of the journal, chemists have been calling for improvements in the way we approach teaching and learning chemistry, and over the years numerous approaches, curriculum reforms, activities, interventions, computer and technological advancements have been developed. While these approaches were important, and changed the face of chemistry education, in fact it is only quite recently that these changes have called upon the extant research on teaching and learning. In the past twenty years, we have learned a great deal about how people learn, and specifically about how people learn chemistry. The findings from a range of disciplines including cognitive science, educational psychology, neuroscience, computer science, linguistics, and anthropology can provide guidance about how to develop new approaches to teaching and learning chemistry. This chapter will provide a brief review of a few important findings about learning in general, and give several examples of how these ideas can be integrated into chemistry education.

Students’ prior knowledge contributes to their e-book reading comprehension and might affect the usability of an e-book system. This study explored the influence of university students’ prior knowledge on the usability of an e-book system termed “BookRoll,” which was introduced in the context of an information and technology course in this study. One hundred first-year students (36 male and 64 female students) at a university in central Taiwan participated in this study. Students previewed the lecture slides and used e-book functions such as bookmarks, highlights, and memos during seven weekly lessons. Students’ prior knowledge in the domain of information and technology and the Usefulness, Satisfaction, and Ease of use (USE) dimensions of the BookRoll system were collected before and after the treatment course, respectively. This study revealed that students’ prior domain knowledge had no significant effect on the usability of the e-book system. In general, students’ ratings of BookRoll’s usability were high. Positive qualitative feedback across categories was given by students with high and low prior knowledge; however, some negative but constructive qualitative feedback was also provided. In addition, a short questionnaire to measure the USE dimensions of an e-book system for undergraduate users was developed and provided.

Students organize scientific knowledge and reason about issues in the Earth sciences by manipulating internally-constructed mental models and socially-constructed, expressed, conceptual models. The Earth sciences, which focus on the study of complex, dynamic, Earth systems, may present unique cognitive difficulties to students in their development of authentic, accurate expressed conceptual models of these systems. This pilot study came about as we were seeking to construct inquiry modules to assist undergraduate students as they developed an understanding of eutrophication along the coastal margin, a good example of a complex, dynamic, environmental process. The modules we developed coupled the use of physical models and information technology (IT)-based multiple representations with an inquiry-based learning environment that allowed our students to develop and test their conceptual models based on available evidence and to solve authentic, complex, and ill-constrained problems. Our hypothesis was that the quality of students' conceptual models would predict their performance on inquiry modules, and that students' prior knowledge (measured by number of previous courses in geology) would mediate the strength of the relationship between students' model expression and their inquiry performance. Statistical results of this study indicated such a relationship existed only among students in the high prior knowledge group. In the light of our findings, we make recommendations for pedagogical accommodations to improve all undergraduates' abilities to understand complex, dynamic, environmental systems, with a particular emphasis on students who have lower levels of prior knowledge.