Three Levels of Chemical Representation-Integrated and Structured Inquiry-Based Reaction Rate Module: Its Effect on Students' Mental Models
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| Title: | Three Levels of Chemical Representation-Integrated and Structured Inquiry-Based Reaction Rate Module: Its Effect on Students' Mental Models |
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| Language: | English |
| Authors: | Murni, Hutdia Putri (ORCID |
| Source: | Journal of Turkish Science Education. 2022 19(3):758-772. |
| Availability: | Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Chemistry, Science Instruction, Schemata (Cognition), Foreign Countries, Inquiry, Active Learning, Teaching Methods, Learning Processes, High School Students, Outcomes of Education, Comparative Analysis, Science Tests, Achievement Tests, Instructional Effectiveness |
| Geographic Terms: | Indonesia |
| ISSN: | 1304-6020 |
| Abstract: | Previous studies showed that structured inquiry-based learning is suitable for novice learners, chemical multiple representations facilitate meaningful learning, and modules are organized and complete learning materials for students. Modules designed with a structured inquiry-based model and completed with chemical multiple representations could be media to help students learn. This study aims to determine the effects of the structured inquiry-based reaction rate module that is integrated within three levels of chemical representation on senior high school students' mental models and learning outcomes. The study used a Posttest Control and Experimental Group Design where the research subjects were 137 students from two different ranks of public senior high schools in the city of Padang, Indonesia. Research instruments used were learning achievement test and two-tier diagnostic test as well as a semi-structured interview sheet. T-test results of the research hypotheses showed that the mean of the mental models and learning outcomes of students in the experimental class were significantly higher than those of students in the control class at both low-ranked and high-ranked schools. The integration of three levels of chemical representation on reaction rate topic in a structured inquirybased module during learning affects mental models which they then relate to the learning outcomes of both low and high achiever students in senior high schools. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1365827 |
| Database: | ERIC |
| Abstract: | Previous studies showed that structured inquiry-based learning is suitable for novice learners, chemical multiple representations facilitate meaningful learning, and modules are organized and complete learning materials for students. Modules designed with a structured inquiry-based model and completed with chemical multiple representations could be media to help students learn. This study aims to determine the effects of the structured inquiry-based reaction rate module that is integrated within three levels of chemical representation on senior high school students' mental models and learning outcomes. The study used a Posttest Control and Experimental Group Design where the research subjects were 137 students from two different ranks of public senior high schools in the city of Padang, Indonesia. Research instruments used were learning achievement test and two-tier diagnostic test as well as a semi-structured interview sheet. T-test results of the research hypotheses showed that the mean of the mental models and learning outcomes of students in the experimental class were significantly higher than those of students in the control class at both low-ranked and high-ranked schools. The integration of three levels of chemical representation on reaction rate topic in a structured inquirybased module during learning affects mental models which they then relate to the learning outcomes of both low and high achiever students in senior high schools. |
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| ISSN: | 1304-6020 |
