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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 16, No. 1, 2019, GU/NSE
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 16, No. 1, 2019, GU/NSE
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Author(s):
Solange W. Locatelli.
Page No : 4-5
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METACOGNITIVE STRATEGIES AND POSSIBILITIES FOR FUTURE RESEARCH
Abstract
Basically, metacognition is composed of two central aspects, “knowledge of cognition and regulation of cognition” (Schraw, 1998, p.113), being the last characteristic, fundamental in the teaching and learning of Sciences, since it is desirable that, from the previous knowledge of the students, the possibility of rethinking it, regulating it and, thus, approaching the scientific concepts. Usually, teachers use metacognitive principles in their classes, but they often do so in an unintentional way, which precisely distinguishes a common metacognitive strategy in which, intentionally, moments for reflection and reconstruction are offered to students.
Regarding the regulatory aspect, the metacognitive strategies are promising in assisting learning in science. Schraw (1998) adds that the regulation provided by metacognitive activity may be a skill to be improved with these strategies in a conscious and intentional way by the student.
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Author(s):
Alceu Junior Paz da Silva, Leopoldo José Alexandre, Agnaldo Arroio.
Page No : 6-31
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PHOTOPOLYMER AND LATEX LIFT DEMONSTRATIONS: STRATEGY TO PROBLEMATIZE SPAGHETTI-LIKE REPRESENTATION IN POLYMER CHEMISTRY
Abstract
Despite several technological processes and products found in everyday life involve polymers, it has been neglected in Chemistry Education. In this paper, the using of spaghetti-like representations in polymer teaching was explored. For this, a short course for undergraduate chemistry students was developed and constituted by two didactic sequences. In each of them one demonstrative experiment (latex lift and photopolymerization) was used to promote practices of externalization of visual models. The analysis of the students' drawings and written texts showed demonstrations of problematized concepts relevant to polymer teaching, whereas the effectiveness of spaghetti-like representations' employment requires further research. The initiative was well-founded and satisfactory within an initial exploratory perspective and implementation of this strategy in regular disciplines can promote the increase of students' interest in polymer chemistry, an essential knowledge area for developing countries that need to build their own technologies and innovation.
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Author(s):
Ümmüye Nur Tüzün, Gülseda Eyceyurt Türk.
Page No : 32-42
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STEAM PRACTICES IN CHEMISTRY EDUCATION
Abstract
STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields.
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Author(s):
Violeta Šlekienė, Vincentas Lamanauskas.
Page No : 43-53
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SYSTEMATIC INTEGRATION OF THE CONTENT OF „MOVEMENT“ CONCEPT AS ONE OF THE APPROACHES TO COMPREHENSIVE NATURAL SCIENCES EDUCATION
Abstract
The basis of each subject is a system of interrelated scientific concepts, from which the quality of the students' knowledge and understanding of the subject matter depends. It is not possible to achieve a level of understanding in natural science education if learning was not systematic. The content of many natural science concepts is so complex that it is impossible to disclose it in one lesson or even in one topic. The content of the concept is disclosed gradually, in parts, by establishing relationships with other concepts, linking them to a system of scientific concepts. Such concepts are being developed throughout the learning period. In this way, a holistic concept of the world is formed. In order to form a system of natural science concepts, it is necessary to make appropriate usage of internal and interdisciplinary integration, to analyse common points of interaction. The principles of systematization and integration of knowledge must be applied. For this purpose, it is appropriate to apply the graph-tree method. This article deals with a systematic integration of the content of "movement" concept as one of the approaches to comprehensive natural science education. The graph-tree method is used to reveal the integrity of “movement” concept in basic education. The concept of movement is chosen as one of the most important concepts of science, differently known and understood by all students. Movement in biological, chemical or physical processes at different levels and in different aspects is analysed by learners at all stages of general education.
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Author(s):
Algirdas Sulcius , Sergey Teleshov.
Page No : 54-62
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WRITING CHEMICAL FORMULAS AND REACTION EQUATIONS: THE HISTORY AND PRACTICE OF BUILDING BLOCK METHOD
Abstract
One of the most difficult elements for students in chemistry is writing and balancing equations of chemical reactions. The aim of this research was to investigate the ability of the 8-9th grade students to write chemical formulas and equations of reactions. Verhovskij’s method, which involves using white and full-colour paper cards, was proposed as a chemistry teaching method for students. Some of the students suggested using non-paper-based cards, i.e. “domino sticks”. The obtained results proved that students who had participated in the building blocks activity showed significantly higher post-test scores than students who had not participated. The average grade of the students who used the cards for chemical formula formation and reaction equations increased respectively by 1.30 and 1.20. The average grade for writing and balancing of the reactions equations was lower because balancing requires strong knowledge in mathematics. The results have shown that the use of cards is a good method at an early stage of chemistry education.
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Author(s):
Sutuma Edessa .
Page No : 63-72
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THE EFFECTIVENESS OF ADAPTING THE 5E MODEL CYCLES AS DAILY LESSON PLANS AND USES FOR LESSON DELIVERY PROCESSES IN TEACHING BIOLOGY
Abstract
The aim of the research was to adapt the 5E model cycles as daily lesson plans, uses for biology lesson delivery processes and evaluate its effectiveness in comparison with the uses of classical steps of daily lesson plans.
Quasi-experimental method was used to identify variables of data collections in which recognized variables were set to compose of 1-5 rated score checklists. The 5E model cycles were adapted as daily lesson delivery processes instead of the classical steps of teaching biology that 40 trainees of biology teaching conducted peer-teaching twice using both the newly designed and the classical steps in four Colleges of Teacher Education of Ethiopia, whereby the effectiveness of using both the processes of daily lesson plans were evaluated comparatively.
As a result, adapting the 5E model cycles for lesson delivery process was 50.65% more effective than using the classical steps in the process of teaching biology.
The research was concluded by the fact that adapting the 5E model cycles in biology lesson delivery process played significant roles to carry out classroom discussions confidentially, construct conceptual understanding and self preparedness in learning to conduct practical education.
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Author(s):
Editorial Board.
Page No : 74-74
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END
Abstract
End page, Vol. 16, No., 1, 2019, GU/NSE
