宏
数学教育
考试(生物学)
象征性的
化学教育
化学
计算机科学
心理学
社会心理学
生物
程序设计语言
精神分析
古生物学
热情
出处
期刊:Kimika
[Philippine Federation of Chemistry Societies, Inc.]
日期:2017-12-19
卷期号:28 (2): 22-29
被引量:4
标识
DOI:10.26534/kimika.v28i2.22-29
摘要
The purpose of this paper is to investigate the effectiveness of the Integrated Macro-Micro-Symbolic Approach (IMMSA) in teaching Chemistry to 10th graders of a secondary school in Cebu City, Philippines. A pre-post quasi-experimental design with control group was utilized to two groups of students, of which one was exposed to IMMSA and the other to conventional lecture method (CLM). Topics included in the experimentation proper were the five postulates of the Kinetic Molecular Theory of gases. Data gathered from the pre- and post-test tools were analyzed using t-tests, with a level of significance, α=0.01. Study findings revealed that both groups had Below Average performance levels in the pre- and post-test, where the lack of time and spiral progression were seen as reasons for the performances. The study also found out that both groups had significantly increased their performances from the pre- to the post-tests, implying the essence of both lectures and integrated use of modes. Ultimately, the study revealed that IMMSA is more effective than CLM as seen in the students’ enhanced performance, signifying the effective nature of the integration of macroscopic, microscopic and symbolic modes in teaching Chemistry concepts. With this, the Three-tiered model of learning and Chemistry triangle are still valued in the 21st century learning environment.
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