Technology Based ınstruction of Precipitation Titrations

Asia Pacific Journal of Educational Perspectives, 2021

The integration of technology in the teaching and learning process in chemistry was investigated in order to determine if the extent of using technology is related to the performance of the students in Chemistry. It also determined the positive and negative impact of technology to the teaching of the five chemistry teachers and to the learning of the 193 B.S. Medical Laboratory Science and 120 B.S. Nursing students of the Lyceum of the Philippines University-Batangas during the first semester of the school year 2019- 2020. Data were collected using the Likert scale instrument on the extent of using technology, achievement test on the performance of the students, and checklist on the impact of technology to the teaching and learning process in chemistry. To analyse the collected data, statistical tests like weighted mean, frequency, percentage, chi-square and t-test were used. It was found that there was a significant relationship between the extent of using technology and the performance of the students in chemistry. It was also found that although technology was used only sometimes in chemistry instruction, and there were some negative impacts of technology, still the students had a very good performance in chemistry.

Journal of Science Learning, 2019

This study aims to explore the views of pre-service chemistry teachers on the nature of science and technology. Pre-service chemistry teachers' view of nature of science and technology (VNOST) is very important to help their students later in understanding the concepts of science. This research is the initial stage in didactical design research involving 48 pre-service chemistry teachers from Sriwijaya University. The descriptive method is used to explain the results of the analysis of pre-service chemistry teachers' VNOST. Student views were assessed using the VNOST questionnaire, consisting of 8 questions and guided by the discourse of ionic liquid technology. Data collection uses a survey containing the views of pre-service chemistry teachers on VNOST and where each statement grouped according to three categories, namely "Realistic" (R), "Has Merit" (HM), and Naïve (N). The results showed that in general, students have the view of Has Merit (HM), or the belief that they chose is not entirely correct even though there are parts of statements that are still by the general view of science. The results of this student VNOST exploration are the basis for developing learning designs that are oriented to the realist answers of each question so that learning designs are produced based on aspects of the Nature of Science and Technology.

International Journal of Science Education, 1997

The successful introduction of computer‐aided intsruction as a tool for enhancing chemistry teaching depends on positive attitudes of the teachers. The research investigated the effects of in‐service training and teachers’ self‐developed mini‐courseware on broadening CAI use for chemistry. It involved follow‐up of in‐service teacher training aimed at strengthening the confidence of chemistry teachers in their ability to use computers in the classroom and monitoring attitude trends. We developed a CAI module on polymers, which was used to introduce the variety of possibilities and benefits of using studyware in the current chemistry curriculum in Israel. It was presented as a source for mastery learning, enrichment material, problems and their solutions. As a research tool, the teachers answered pre‐ and post‐attitude questionnaires regarding the use of computers for chemistry teaching in general, and the polymer module in particular. The analyzed data indicated a positive change in teachers’ attitudes toward CAI and using computers in their classrooms. As for the polymer module, the teachers indicated that they intend to incorporate it within the chemistry curriculum mainly due to the three‐dimensional polymer models, the animation and the visual effects that explain polymerization and stretching processes. Teachers in the experimental group implemented the polymer module either in their classrooms or by bringing the students to enrichment days.

2021

Education is currently facing the challenges of 21st-century learning. Moreover, covid-19 pandemic has caused all face-to-face learning activities in schools to be replaced with online learning. This phenomenon requires teachers to understand and have competency in technological, pedagogical and content knowledge (TPACK). The aim of this research is to describe the perceptions of TPACK high school chemistry teachers. This research was conducted on 32 chemistry teachers in the province of East Nusa Tenggara using the TPACK questionnaire instrument with seven components. TPACK perception data were analyzed using a descriptive quantitative approach, while the difference in teacher TPACK based on gender and teaching experience was analyzed using the Mann-Whitney U test with SPSS.25 because the sample was small. In accordance with the data analysis carried out states that the chemistry teacher's perception of TPACK is in the "good" category in general and the highest averag...

In this research the attitudes of pre-service teachers studying at Hacettepe University, Division of Science Education towards the importance of technological equipment in chemistry education activities and how effective they find technology in teaching different skills and applications have been examined. Pre-test/post-test control group design has been used in the research. In the experimental group Titrimetric Analysis has been conducted with simulations supported web based instruction and in the control group with teacher-centered instruction. In general, it has been found out that the attitudes of pre-service teachers in experiment group towards the importance of technological equipment as a teaching tool in chemistry are more positive than those in control group. In other words, statistically significant differences have occurred in attitudes of pre-service teachers in both experiment and control group towards the role of technology in chemistry teaching activities after web based teaching.

The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled "Modernisation of the Educational Process in Primary and Secondary Schools". The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

European Journal of Interactive Multimedia and Education, 2020

There is a growing supply of various technologies that teachers can integrate to teach in the classroom. However, despite all the technologies that have been developed, research examining the effects of teachers' ability to harness these technologies with pedagogy and content on students' scientific attitude and literacy is scarce. This study therefore investigated the level of teachers' Technological, Pedagogical, and Content Knowledge (TPACK), relationship and effects on students' scientific attitude and literacy in Chemistry. A cross sectional survey design was adopted for the study. The population for the study comprised all Chemistry teachers and students in secondary school in southwest Nigeria. A sample of 75 teachers' and 1518 students in their intact classes were randomly selected for the study. Data from the scores of each teacher on TPACK observation checklists was paired with the mean scores of students on scientific attitude and literacy. Data were analyzed using Mean, Pearson Product Moment Correlation (PPMC) and Multivariate Analysis of Variance (MANOVA). The result showed that teachers level of TPACK were limited to content knowledge (CK) and do not translate to high TPK and TPACK. Also, there was a correlation between the teachers' individual components of TPACK and students' scientific attitude and literacy. Finally, there was a significant effect of teachers' TPACK on students' scientific attitude and literacy. The study recommended that professional development programs should not only focus on helping teachers to increase their repertoire of technologies and pedagogical practices, rather emphasize ways to integrate TPACK. This integration should reflect in their classroom teaching and ultimately improve students' scientific attitude and literacy in Chemistry.

This study aims to analyse prospective chemistry teachers’ attitudes towards Information and Communication Technologies (ICT) as well as their confidence in Technological and Pedagogical Content Knowledge (TPACK). Information and Communication Technology Attitude Scale (ICTAS) developed by Günbatar (2014), and the Technological Pedagogical Content Knowledge Confidence Survey (TPCKCS) developed by Graham et al (2009) and adapted into Turkish by Timur and Taşar (2011) were used in this research as the tools of data collection. The study was performed in the survey model, one of the quantitative research methods. 53 prospective chemistry teachers participated in this research. The TPCKCS consists of four dimensions: technological pedagogical content knowledge, technological pedagogical knowledge, technological content knowledge, and technological knowledge. The ICTAS, on the other hand, consists of such dimensions as general tendency of ICT, access to information in virtual environments, computer hardware, use of software and communication in virtual environments. The correlations of the sub-dimensions of both scales were analysed through correlation analysis. In addition to that, a correlation analysis was performed in order to determine the relations between the total scores of both scales. At the end of the study, the correlation coefficients for the scores that prospective chemistry teachers have received from the sub-dimensions of both scales are presented.

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2014

The present study aims to investigate the views of prospective chemists and pre-service chemistry teachers about science-technology-society (STS) issues, attempting to examine the differences between these views. A questionnaire that included 4 open-ended questions was distributed to 67 senior university students to determine what their views were on STS issues. The data was collected from the students’ written responses to the open-ended questions. The data gathered from the two groups of students was analyzed qualitatively from the perspective of responding to the research questions. It was observed that while prospective chemists mostly defined science from epistemological and philosophical perspectives, pre-service chemistry teachers frequently explained science from epistemological and pedagogical perspectives. The results revealed that the meanings of science and technology in the minds of the students in both groups showed some important differences in this sample. Additional...

2021

The study investigated the evaluation of application of ICT in teaching and learning chemistry in secondary schools in Katsina Local Government Area of Katsina State. The purpose of this study is to examine the extent of evaluation of application of ICT resources in teaching and learning chemistry in secondary schools. The research questions and hypothesis were formulated and tested at 0.05 alpha level of significance. The research instrument used was questionnaires using percentage as descriptive statistics to proffer answers to the research questions. The null hypothesis were tested using independent t-test for acceptance or otherwise. The population for the study consisted of students and teachers of public secondary schools in Katsina Local Government Area. A sample size of three hundred and sixty four (364) students and eighty six (86) teachers were randomly drawn from the entire population of the study using the sample size table put forward by Krejcie & Morgan (1971) revised (2006) to determine sample size for the study. Findings show that the importance of ICT integration into teaching and learning of chemistry cannot be overemphasized. Recommendations were put forward as a part of the measures that could boost the application and integration of ICT in the teaching and learning of chemistry in secondary schools in Katsina Local Government Area of Katsina State and also assist student’s performance in chemistry. It was suggested that a work plan be designed to address the challenges of integrating ICT in teaching and learning chemistry in secondary schools educational system. Also, ICT facilities should be provided by the government to urban and rural areas in the state for easy accessibility that will enhance teaching and learning in secondary schools.