Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings
Main Article Content
Keywords
Conceptual understanding, guided inquiry, particulate drawing, perceived confidence, three-tiered
Abstract
For decades of experience in teaching Chemistry, a chemical equation is usually balanced by writing a coefficient before the formula of atoms, ions, or molecules. In this study, the effect of a pedagogical intervention on the understanding and confidence of students was investigated by combining the guided-inquiry approach and the process of drawing of particles on balancing a chemical equation in a Philippine science classroom context. This action research gathered both qualitative and quantitative data in two phases. Initially, a three-tiered concept test determined the students' initial understanding and perceived confidence in balancing chemical equations using particulate drawings. The inquiry-based worksheets were implemented and investigated for its effectiveness. Specific cases from reflection responses and interviews were presented. The use of three-tiered tests and inquiry-based particulate worksheets exhibited significant change and a moderate positive correlation between conceptual understanding and confidence. This study was able to help Grade 11-STEM students improve their understanding and became more confident in learning the unseen particulate level of Chemistry concepts.
Publication History
Version of Record online: June 18, 2022
Manuscript accepted: June 15, 2022
Manuscript revised:June 11, 2022
Manuscript received: August 12, 2021
References
Bridle, C. A., & Yezierski, E. J. (2012). Evidence for the effectiveness of inquiry-based, particulate-level instruction on conceptions of the particulate nature of matter. Journal of Chemical Education, 89(2), 192-198.
Brydon-Miller, M., Prudente, M., & Aguja, S. (2017). Educational action research as transformative practice. The BERA/SAGE Handbook of educational research. SAGE Publications Ltd.
Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 937-959.
Cascolan, H. M. S., & Prudente, M. S. (2018). Using process oriented guided inquiry learning in teaching climate change. Advanced Science Letters, 24(11), 7961-7965(5).
Davidowitz, B., Chittleborough, G., & Murray, M. (2010). Student-generated submicron diagrams; A useful tool for teaching and learning equations and stoichiometry. Chemistry Education Research and Practice, 11, 154-164.
De Gale, S., & Boiselle, L.N. (2015). The effect of POGIL on academic performance and academic confidence. Science Education International, 26(1), 56-61.
Department of Education (2018). DepEd Tambayan. Retrieved from https://depedtambayanph.blogspot.com/p/teachers-guide-for-general-chem-1-html.
Hestermann, N., & Yves, L.Y. (2021). Experimentation with self-serving attribution biases. American Economic Journal: Microeconomics,13(3), 198–237.
Jaranilla, J. A., Prudente, M. S., & Perez, D. R. (2017). Exploring students’ conceptions on stoichiometry using SCQS and VCQS. Asia Pacific Journal of Education, Arts, and Sciences, 4(2), 45-51.
Johnstone, A. H. (1991). Why is science difficult to learn? things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75−83.
Kimberlin, S., & Yezierski, E. (2016). Effectiveness of inquiry-based lessons using particulate level models to develop high school students’ understanding of conceptual stoichiometry. Journal of Chemical Education, 93(6), 1002−1009.
Lausin, F., & Kijai, J. (2020). The effects of using particulate diagrams on high school students’ conceptual understanding of stoichiometry. Human Behavior, Development and Society, 21(1), 68-77.
Lemoine, D. (2021). Rationally misplaced confidence. University of Arizona Working Paper 18-05, Available at SSRN: https://ssrn.com/abstract=3138936
Mathabathe, K., & Potgieter, M. (2014). Metacognitive monitoring and learning gain in foundation chemistry. Chemistry Education Research and Practice, 15(1), 94–104.
Nisa, E. K., Koestiari,T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. IOP Conference Series: Journal of Physics: Conference Series 997
Nyachwaya, J. M., Warfa, A., Roehrig G. H., & Schneider, J. L. (2014). College chemistry students’ use of memorized algorithms in chemical reactions. Chemistry Education Research and Practice, 15(1),
81.
Sunyono, L., Yuanita, L., & Ibrahim, M. (2015), Mental models of students on stoichiometry concept in learning by method based on multiple representation. The Online Journal of New Horizons in Education, 5(2),30-45.
Target Inquiry at Miami University. http://targetinquirymu.org (accessed July 2018).
Villagonzalo, E.C. (2014). Process oriented guided inquiry approach: An effective approach in enhancing students’ academic performance. DLSU Research Congress 2014, De La Salle University, Manila, Philippines. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2014/LLI/LLI-I-007-FT.pdf
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.