scholarly journals Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis

2019 ◽  
Vol 7 (3) ◽  
pp. 202
Author(s):  
Musa Üce ◽  
İlknur Ceyhan
Keyword(s):  
Chemistry Education ◽  
Significant Contribution ◽  
Traditional Teaching ◽  
Abstract Concepts ◽  
Constructivist Learning Theory ◽  
Covalent Bonds ◽  
Traditional Teaching Methods ◽  
Ionic Bonds ◽  
Concrete Concepts ◽  
Solubility Equilibrium

Concepts can be examined in two groups as abstract and concrete ones. While concrete concepts are improved as a result of students’ experiences, it is considerably challenging for students to perceive abstract concepts. Since chemistry includes abstract concepts largely, it is considered to be hard to comprehend as a class by students. In fact, studies confirm this thought. On this particular issue, based on literature, it is clearly stated that students present themselves in learning environment, having some sort of thoughts and acknowledgments which are scientifically incorrect by a majority. The false information or acknowledgments are called misconception in the literature. Furthermore, it is also indicated that it is too hard to eliminate such misconceptions via the traditional teaching methods. Since each student constructs his/her own knowledge, understanding and concepts in accordance with his/her ability and experience, what matters here is, if prior knowledge of student involves any misconceptions, to identify and eliminate misconceptions. In this context, researches on identification and then elimination of misconceptions make a significant contribution to the chemistry education. In this paper, misconceptions determined and identified in literatures on subjects considered to be abstract, complex and hard to understand for students in the field of chemistry education are studied, namely solubility equilibrium, covalent bonds, ionic bonds, hydrogen bond and molecule geometry, activity concept in elements, chemical equilibrium, dissolution, electrolyse and battery; methods to remove those misconceptions are discussed; and in this study, the method of literature review, one of the qualitative research patterns, is used. To conclude, multiple misconceptions in chemistry education, specially related to abstract subjects were determined, and it is confirmed based on the literature that the methods developed in the framework of constructivist learning theory are used to remove such misconceptions.

Effects of Context on Processing Emotionally Neutral Abstract and Concrete Concepts

2016 ◽  
Vol 44 (7) ◽  
pp. 1191-1200 ◽  
Author(s):  
Liusheng Wang ◽  
Hongmei Qiu ◽  
Jianjun Yin
Keyword(s):  
College Students ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Emotional Valence ◽  
Decision Task ◽  
Abstract Concepts ◽  
Context Condition ◽  
Word Context ◽  
Concrete Concepts ◽  
Concrete Words

The abstractness effect describes the phenomenon of individuals processing abstract concepts faster and more accurately than they process concrete concepts. In this study, we explored the effects of context on how 43 college students processed words, controlling for the emotional valence of the words. The participants performed a lexical decision task in which they were shown individual abstract and concrete words, or abstract and concrete words embedded in sentences. The results showed that in the word-context condition the participants' processing of concrete concepts improved, whereas in the sentence-context condition their processing of abstract concepts improved. These findings support the embodied cognition theory of concept processing.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

Design and Implementation of a Digital Campus System Based on the URP Platform

2013 ◽  
Vol 760-762 ◽  
pp. 2250-2253 ◽  
Author(s):  
Yan Hong Zhang ◽  
Yun Li Cheng
Keyword(s):  
Resource Planning ◽  
Traditional Teaching ◽  
Digital Campus ◽  
Management Level ◽  
Information Portal ◽  
Traditional Teaching Methods ◽  
Important Means ◽  
High Level ◽  
The University

The development and construction of the university informationization has become the important means for universities to improve their management level and enhance the comprehensive competitiveness.Combining with the situation of our school, Researching an overall construction scheme of the Digital Campus System with a high level of intelligentized management and based on URP (University Resource Planning) is proposed. It focuses on researching these two aspects: the overall framework of this system and the campuss Integrated information portal. So as to achieve the greatest degree of sharing the information and resources, realize the real integration of the information technology and curriculum and promote the change from the traditional teaching methods to the new ones, as well as realizing the purpose of improving the quality of teaching, scientific research and management .

scholarly journals Health Education – Responsibility – Changing Attitude. A New Pedagogical and Methodological Concept of Peer Education

2018 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Helga Judit Feith ◽  
Ágnes Lukács J. ◽  
Edina Gradvohl ◽  
Rita Füzi ◽  
Sarolta Mészárosné Darvay ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Teaching Methods ◽  
Peer Education ◽  
Service Work ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Health Promotion Programs ◽  
Health Related ◽  
Insight Into

Abstract Health-related attitudes can be modified and supported most effectively at young ages. Young generations require more interpersonal and interactive pedagogical methods in programs engaged in health promotion, as well. The aim of the authors was to get an insight into a relatively novel pedagogical method, called peer education. This multilateral activity is focusing the procedure on attitudes, experience, and motivation of youngsters in connection with health promotion programs and community service work. In this article, the authors describe 1) the theory, origin, and principal influences of peer education compared to traditional teaching methods and 2) the new, efficiency-oriented and science-based methodology of health education program.

scholarly journals Technology and Education - Prospects of a Future Classroom

2021 ◽  
Vol 9 (3) ◽  
pp. 149-154
Author(s):  
Sonali Bhandari Jain
Keyword(s):  
Online Education ◽  
Teaching Methods ◽  
Research Study ◽  
Radical Change ◽  
The Internet ◽  
Traditional Teaching ◽  
Modern Age ◽  
Traditional Teaching Methods ◽  
Use Of The Internet ◽  
Subsequent Rise

In an age where everything has become more Visual and access to technology and its devices has increased significantly, there is a need to bring about a radical change in how education is imparted and delivered. Using modern age technology, we can not only save resources and time but also make learning more interactive and attractive. This research study was undertaken to ascertain which methodology of teaching works best in the modern-day scenario. Two studies were undertaken.In the first study, a test was conducted on a group of 40 students of the school who were experimented with by delivering lessons in both modern and traditional teaching methods. After analyzing the results, it was observed that the modern way of teaching is a better source of imparting knowledge as it engages the students and makes them want to learn more. In the second study, increased use of the internet and a subsequent rise in online education portals is observed, thereby proving that the modern way of teaching holds the key to a better future in the field of education.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper &amp; Daane, 1998; Olson &amp; Stoehr, 2019; Tooke &amp; Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

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