scholarly journals STUDENTS’ CONCEPT ORGANISATION REGARDING CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY EDUCATION: BASED ON REACTION TIME TECHNIQUE

2021 ◽  
Vol 20 (3) ◽  
pp. 443-455
Author(s):  
Yuhua Mai ◽  
Yangyi Qian ◽  
Haihang Lan ◽  
Linshen Li
Keyword(s):  
Reaction Time ◽  
Chemical Equilibrium ◽  
Domain Knowledge ◽  
Judgment Task ◽  
Category Judgment ◽  
Long Term Memory ◽  
School Students ◽  
Significant Difference ◽  
Upper Secondary ◽  
Mean Reaction Time

Chemical equilibrium is so important domain knowledge in chemistry that the corresponding organisation of concepts in students has been an interesting but unsolved issue. A deeper understanding of how students organise the relevant concepts in long-term memory is beneficial to develop more targeted teaching practices. This research utilized the reaction time technique as a new approach to exploring upper-secondary school students’ organisation of concepts regarding chemical equilibrium. A category judgment task involving 247 Chinese twelfth-grade students from two upper-secondary schools was conducted. The results showed that a significant difference was between the reaction time of concept dimensions. The mean reaction time of the dimension ‘reversible reaction’ was the shortest, but the dimension ‘representation of state’ had the longest mean reaction time. Next, there was no significant difference in the organisation of concepts between students studying chemistry at different levels of academic achievement. These findings provide a new and essential picture to deeply understand the organisation of concepts regarding chemical equilibrium and help focus on the relations between some relevant concepts. This research represents that the reaction time technique can be utilized in the research on organisation of science concepts. Keywords: category judgment task, chemical equilibrium, organisation of concepts, reaction time

Incidental and explicit learning of L2 derivational morphology and the nature of acquired knowledge

2019 ◽  
Vol 40 (6) ◽  
pp. 1377-1404
Author(s):  
Keiichi Ishikawa
Keyword(s):  
Reaction Time ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Explicit Learning ◽  
Derivational Morphology ◽  
Verbal Reports ◽  
Delayed Effects ◽  
Grammaticality Judgment ◽  
Significant Difference ◽  
Set Up

AbstractThe aim of the current study was to compare both incidental and explicit auditory learning of second language derivational morphology by measuring the accuracy and the reaction time of a grammaticality judgment task. Furthermore, the study was set up to examine the nature of acquired knowledge using subjective measures of awareness during the testing phases and postexperimental verbal reports. The delayed effects of learning were investigated by testing participants immediately after the learning and 1 week later also. The results showed a significant learning effect for the incidental and explicit learners immediately after exposure, but only the explicit learners maintained the learning effects a week later. Both types of learners showed no significant difference in the reaction time. Incidental learners primarily developed implicit knowledge, while explicit learners relied on explicit knowledge to a large extent, part of which became unconscious later. The differences of learning under incidental and explicit learning conditions are discussed in terms of the maintenance of knowledge.

scholarly journals Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

2020 ◽  
Vol 3 (2) ◽  
pp. 99-105
Author(s):  
Muhammad Ali Kurniawan ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Saeed Almuntasheri
Keyword(s):  
High School ◽  
High School Students ◽  
Situated Learning ◽  
Chemical Equilibrium ◽  
Learning Model ◽  
Positive Influence ◽  
School Students ◽  
Significant Difference ◽  
Science Educators ◽  
The Impact

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.

scholarly journals THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS

2021 ◽  
Vol 20 (1) ◽  
pp. 80-92
Author(s):  
Yuhua Mai ◽  
Yangyi Qian ◽  
Linshen Li ◽  
Haihang Lan
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Chemical Equilibrium ◽  
Chemistry Education ◽  
Secondary School Students ◽  
Factor Model ◽  
Conceptual Structure ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students’ latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students’ conceptual structure. Keywords: chemical equilibrium, chemistry education, conceptual structure, factor analysis

scholarly journals The relevance of non-formal Biology Olympiad training for upper secondary school students

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Justus Mutanen ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Formal Education ◽  
Upper Secondary School ◽  
School Students ◽  
Significant Difference ◽  
Upper Secondary

Science competitions, such as the International Biology Olympiad, are non-formal education targeted to upper secondary school students with high abilities. However, there is little knowledge about what is the relevance of training for a science competition. In this study, Finnish Biology Olympiad training participants were researched in the context of relevance of science education. In total, 28 students filled in questionnaires and participated in interviews. It was found out that the students experienced the training to be especially individually relevant for them, and there was no significant difference between genders. Based on the results, vocational and societal topics should be taken into more account in designing Olympiad trainings.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Assessment of the implicit attitude of Japanese people toward blacks and Little Black Sambo

2018 ◽  
Author(s):  
Kazuo Mori
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Implicit Attitudes ◽  
Picture Book ◽  
Implicit Attitude ◽  
Japanese People ◽  
School Students ◽  
Negative Attitudes ◽  
Single Target ◽  
Significant Difference

We examined whether Japanese people, 47 junior high school students, 49 undergraduates, and 52 older adults, possessed negative attitudes against blacks and the picture book Little Black Sambo. We assessed the implicit attitude toward the target word pairs, “black/white” and “Sambo/Heidi,” by utilizing a paper-based Implicit Association Test and found that both black and Sambo were associated more negatively than white and Heidi. However, the implicit attitudes assessed with a single-target IAT showed that 67 Japanese students showed positive implicit scores for blacks but with smaller valences. A post hoc analysis revealed that the reading experience of Little Black Sambo did not show a significant difference between the implicit attitudes of those who had and had not read the book.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

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