The roles of teacher and students via blended problem-based learning: Improving students’ mastery of three representation levels of chemistry
DOI:
https://doi.org/10.37134/ejsmt.vol6.2.2.2019Keywords:
Three representation levels of Chemistry, Alternative concept, Blended Problem-based LearningAbstract
The current practice in teaching Chemistry subject is found to be teacher-centered where teachers engage actively in transmitting knowledge while students act as passive recipients of knowledge. This might affect students’ mastery in learning three representation levels of Chemistry (macroscopic, microscopic and symbolic). As a result, students tend to form a non-scientific understanding and develop an alternative concept. The shift to Blended Problem-based Learning (BPBL) is therefore potential to help overcome this problem. Thus, this study is aimed at investigating the roles of teacher and students in overcoming the formation of alternative concepts for three representation levels of Chemistry in BPBL. This study applies a case study research design. Two teachers and 20 students from two different Fully Residential Schools are selected using purposive sampling technique. Data are collected through observations and students’ documents, and analysed thematically. Overall, the findings of this study shows that teacher acts as mediator in giving immediate feedbacks and corrections on students’ alternative concept while students act as evaluator in analyzing and evaluating other group’s answers. As a conclusion, the implementation of BPBL is found beneficial to overcome the formation of alternative concept and thus helps to improve students’ mastery of three representation levels of Chemistry.
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References
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[33]Tan Yin Peen, & Mohammad Yusof, A. (2013). FILA-MMS Chart in Chemistry PBL Lesson : A Case Study of Its Implementation During Problem Analysis. In The 4th International Research Symposium on Problem-Based Learning (IRSPBL 2013) (pp. 154–162).
[34]Guldberg, K., dan Pilkington, R. (2007). Tutor roles in Facilitating Reflection on Practice Through Online Discussion. Educational Technology & Society.10 (1), 61–72.
[35]Duit, R., & Treagust, D. F. (2003). Conceptual Change: A Powerful Framework For Improving Science Teaching and Learning. International Journal of Science Education, 25(6), 671–688.
[36]Abimbola, I. . (1988). The Problem Of Terminology In The Study of Student Conceptions In Science. Science Education, 72(2), 175–184.
[37]Noor Dayana Abdul Halim. (2012). Personalized Learning Environment Based On Cognitive Styles For Mental Model Development In Learning Chemical Bond. Universiti Teknologi Malaysia.
[38] Gedik, N. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Education and Science 29(1), 1–19.
[39]Glasersfeld, V. (1995). Radical Constructivism: A Way of Knowing and Learning. Bristol: Falmer Press, Taylor & Francis Inc.
[2] Jaber, L. Z., & BouJaoude, S. (2012). A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions. International Journal of Science Education, 34(7), 973–998.
[3] Chittleborough, G., & Treagust, D. (2007). Correct Interpretation of Chemical Diagrams Requires Transforming from One Level of Representation to Another. Research in Science Education, 38(4), 463–482.
[4] Dori, Y., & Hameiri, M. (2003). Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects. Journal of Research in Science Teaching, 40(3), 278–302.
[5] Johnstone, A. . (1982). Macro and microchemistry. School Science Review, 64, 377–379.
[6] Chittleborough, G. (2014). Learning with Understanding in the Chemistry Classroom. In I. Devetak & S. A. Glažar (Eds.), Learning with Understanding in the Chemistry Classroom (pp. 25–40). Dordrecht: Springer Netherlands.
[7] Talanquer, V. (2011). Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet.”International Journal of Science Education, 33(2), 179–195.
[8] Anuar, M., Nasir, N., Yahaya, N., & Ibrahim, N. H. (2015). Assessment Of Students ’ Mental Models Regarding Hydrogen Chloride Molecule And Its Ionization Properties Among Secondary School, 97(13), 41–49.
[9] Gilbert, J. K., & Treagust, D. F. (2009). Multiple Representations in Chemical Education. In J. K. Gilbert & D. Treagust (Eds.), Multiple Representation in Chemical Education (Vol. 4, pp. 333–350). Dordrecht:Springer Netherlands.
[10] Siti Zubaidah Omar, Mohammad Yusof Arshad, Mohd Shafie Rosli, & Nurbiha A. Shukor. (2016). Students’ Understanding On Tranferring Molecular Formula To Structural Formula: The Difficulties And Solutions. In International Conference on Science, Engineering, Management and Social Sciences. Universiti Teknologi Malaysia.
[11] Marchlewicz, S. C., dan Wink, D. J. (2011). Using the Activity Model of Inquiry To Enhance General Chemistry Students’ Understanding of Nature of Science. Journal of Chemical Education, 88(8), 1041–1047.
[12] Johari Surif. (2010). Kajian Perbandingan Pemikiran Saintifik Pelajar Malaysia dengan United Kingdom. Doktor Falsafah. Universiti Teknologi Malaysia, Skudai.
[13] Piaget, J. (1976). Piaget’s theory (pp. 11–23). Berlin Heidelberg: Springer.
[14] Moust, J. H. C., Berkel, H. J. M. V., dan Schmidt, H. G. (2005). Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University. Higher Education, 50(4), 665–683.
[15] Hmelo-Silver, C. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266.
[16] Hmelo-Silver, C., dan Ferrari, M. (1997). The Problem-Based Learning Tutorial: Cultivating Higher Order Thinking Skills. Journal for the Education of the Gifted, 20(4), 401–422.
[17] Barrows, H. S. (1988). The Tutorial Process (Revised Ed.). Sringfield, Ilinois: Southern Illinois University.
[18]Vygotsky, L. . (1930). The Development of Higher Psychological Processes. In Mind and Society. Cambridge: Harvard University Press.
[19] Mohd Mokhzani Ibrahim. (2018). Peranan Guru dan Pelajar dalam Pembelajaran Berasaskan Masalah Mod Campuran. Universiti Pendidikan Sultan Idris.
[20] Suraiya Muhammad, Jamaluddin Harun, Johari Surif, Halim, N. D. A., Omar, S. S., & Muhammad Umar Khan. (2016). Problem Solving Competency For Open-Ended Problem In Learning Elcetrolysis: A Case Study Of Malaysian Secondary School Chmeistry Students. In 6th IGCESH 2016 International Graduate Conference On Engineering, Science and Humanities (pp. 710–712). Johor Bahru: Universiti Teknologi Malaysia.
[21] Latifah Abdul Raub, Mohammad Yusof Arshad, Nurbiha A. Shukor, & Mohd Shafie Rosli. (2016). Mastering Higher Order Thinking Skills for Chemistry Literacy. In Nurzatulshima, Haula Hamza, & Lee Tze Jiun (Eds.), Malaysian Journal of Higher Order Thinking Skills In Education - Promoting Higher Order Thinking Skills in Science Education (2nd ed., pp. 113–123). Johor Bahru: Faculty of education, Universiti Teknologi Malaysia.
[22]Mohd Mokhzani Ibrahim, Mohammad Yusof Arshad, Mohd Shafie Rosli & Nurbiha A. Shukor (2016). The Process of Self-Directed Learning in Blended Problem-Based Learning in Chemistry Subject. Paper presented at International Conference on Education and Higher Order Thinking Skills. Universiti Teknologi Malaysia (UTM).
[23] Mohd Mokhzani Ibrahim, Mohammad Yusof Arshad, & Mohd Shafie Rosli. (2015). The Need of an Integrated Framework for the Implementation of Blended Problem-Based Learning. International Education Studies, 8(13), 33–40.
[24] Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education : Theory and Practice, 14(5), 725–38.
[25]Donnelly, R. (2013). The role of the PBL tutor within blended academic development. Innovations in Education and Teaching International, 50(2), 133–143.
[26] Delialioglu, O., dan Yildirim, Z. (2007). Students’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Education Technology & Society, 10(2), 133–146.
[27] Yin, R. K. (2003). Case Study Research: Design and Method. (K. Wiley, Ed.) (3rd ed.). California: Sage Publications, Inc.
[28] Kementerian Pelajaran Malaysia. (2012). Dasar Pendidikan Kebangsaan (Edisi Keti.). Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan.
[29] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
[30] Manley, L. M. C. (2012). In Search of Higher-Order Thinking: Examining A Secondary Physics I-Web- Enchanced Instructional Design. Capella University.
[31] Jacob, S. M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia - Social and Behavioral Sciences, 31(2011), 800–804. doi:10.1016/j.sbspro.2011.12.144
[32]Šum, B., Heričko, M., Pušnik, M., & Polančič, G. (2011). Factors Affecting Acceptance and Use of Moodle : An Empirical Study Based on TAM, 35, 91–100.
[33]Tan Yin Peen, & Mohammad Yusof, A. (2013). FILA-MMS Chart in Chemistry PBL Lesson : A Case Study of Its Implementation During Problem Analysis. In The 4th International Research Symposium on Problem-Based Learning (IRSPBL 2013) (pp. 154–162).
[34]Guldberg, K., dan Pilkington, R. (2007). Tutor roles in Facilitating Reflection on Practice Through Online Discussion. Educational Technology & Society.10 (1), 61–72.
[35]Duit, R., & Treagust, D. F. (2003). Conceptual Change: A Powerful Framework For Improving Science Teaching and Learning. International Journal of Science Education, 25(6), 671–688.
[36]Abimbola, I. . (1988). The Problem Of Terminology In The Study of Student Conceptions In Science. Science Education, 72(2), 175–184.
[37]Noor Dayana Abdul Halim. (2012). Personalized Learning Environment Based On Cognitive Styles For Mental Model Development In Learning Chemical Bond. Universiti Teknologi Malaysia.
[38] Gedik, N. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Education and Science 29(1), 1–19.
[39]Glasersfeld, V. (1995). Radical Constructivism: A Way of Knowing and Learning. Bristol: Falmer Press, Taylor & Francis Inc.
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Published
2019-12-13
How to Cite
Ibrahim, M., & Jamaludin, K. A. (2019). The roles of teacher and students via blended problem-based learning: Improving students’ mastery of three representation levels of chemistry. EDUCATUM Journal of Science, Mathematics and Technology, 6(2), 9–21. https://doi.org/10.37134/ejsmt.vol6.2.2.2019
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