The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry

Nataša Junež

doi:doi:10.11648/j.sjedu.20170505.17

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The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry

Nataša Junež

Published in Science Journal of Education (Volume 5, Issue 5)

Received: 18 September 2017 Accepted: 14 October 2017 Published: 16 November 2017

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Abstract

Among young people a decline in interest for science and also the decline in understanding of science has been noticed. The traditional form of teaching, which are largely based on the theoretical interpretation of scientific ideas and scientific theories, do not contribute enough to improve the situation. One possible solution to this problem is the approach of teaching chemistry in context, which has its origins in the beginning of the eighties. In general colleges during the 1st year the Gas laws has been carried out in the learning unit with a different approach of teaching chemistry – teaching in context. The use of context was implemented, where the concepts are connected with the day-to-day life and social issues in the area of teaching chemistry. A learning unit is presented with the use of the program called exe, by which enabled the presentation of films, animations and solving of applied tasks on the interactive whiteboard. Students had access to the learning unit also via the online classroom Moodle. The purpose of my learning unit of the Gas laws was to improve secondary school teaching methods and learning chemistry with the aim of improving the quality of knowledge of students, as well as sustainable knowledge and interest of pupils for learning chemistry. The presentation of the gas laws using information and communication technology in the classroom has increased the interest of pupils for learning chemistry.

Published in	Science Journal of Education (Volume 5, Issue 5)
DOI	10.11648/j.sjedu.20170505.17
Page(s)	220-224
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Contemporary Approaches of Teaching, Virtual Classroom, Interest

References

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[2]	Bennett, J. (2006b). Context-based Chemistry: The Salters approach. International Journal of Science Education. Vol. 28, No. 9, 14 July 2006, pp. 999-1015.
[3]	Parchmann I. (2006). “Chemie im Kontext”. A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, Vol. 28, No. 9, 14 July 2006, pp. 1041–1062.
[4]	Bennett J., Hogarth S. (2009). Would You Want to Talk to a Scientist at a Party? High school students' attitudes to school science and to science, International Journal of Science Education.
[5]	Hidi S, Renninger A. K. (2006). The Four-Phase Model of Interest Development; Educational psychologist, Vol. 41, 2006, pp. 111-127.
[6]	Renninger, K. A. (1990). Children’s play interests, representation, and activity. In R. Fivush&K. Hudson (Eds.), Knowing and remembering in young children, pp. 127–165. New York: Cambridge University Press.
[7]	Sansone, C.& Smith, J. L. (2000). Interest and self-regulation: The relation between having to and wanting to. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance, pp. 341–37. New York: Academic. Sansone.
[8]	Seery M. (2015). Putting chemistry in context. Education in Chemistry, pp. 17-19.
[9]	Edosomwan J. H., Edosomwan T. O. (2015). Correlation Between Attitude and Socio-Economic Status of Students’ Performance in Computer Science. Science Journal of Education. Vol. 3, No. 4, 2015, pp. 75-77.
[10]	Zane Education. (2016). The benefits of using educational video in the classroom. Retrieved September 28th, 2016.
[11]	Shedrack T., Robert James J. (2016). Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria. Science Journal of Education. Vol. 4, No. 6, 2016, pp. 169-174.
[12]	Karimi. M. H., Derakhashan, A., Valai N., & Mortazavi, F. (2003). The effectiveness of video-based education on gaining practical learning skills in comparison with demonstrating method’s effectiveness among universities’ students. Journal of Medical Education. 4 (1), 27-30.
[13]	Loveridge J. (2017). Adopting an open minded approach to interdisciplinary science. Education in Chemistry, Retrieved October 18th, 2017.
[14]	Junež N. (2008). The ideal gas equation. Learning unit.

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Nataša Junež. (2017). The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry. Science Journal of Education, 5(5), 220-224. https://doi.org/10.11648/j.sjedu.20170505.17

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Nataša Junež. The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry. Sci. J. Educ. 2017, 5(5), 220-224. doi: 10.11648/j.sjedu.20170505.17

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Nataša Junež. The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry. Sci J Educ. 2017;5(5):220-224. doi: 10.11648/j.sjedu.20170505.17

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@article{10.11648/j.sjedu.20170505.17,
  author = {Nataša Junež},
  title = {The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry},
  journal = {Science Journal of Education},
  volume = {5},
  number = {5},
  pages = {220-224},
  doi = {10.11648/j.sjedu.20170505.17},
  url = {https://doi.org/10.11648/j.sjedu.20170505.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170505.17},
  abstract = {Among young people a decline in interest for science and also the decline in understanding of science has been noticed. The traditional form of teaching, which are largely based on the theoretical interpretation of scientific ideas and scientific theories, do not contribute enough to improve the situation. One possible solution to this problem is the approach of teaching chemistry in context, which has its origins in the beginning of the eighties. In general colleges during the 1st year the Gas laws has been carried out in the learning unit with a different approach of teaching chemistry – teaching in context. The use of context was implemented, where the concepts are connected with the day-to-day life and social issues in the area of teaching chemistry. A learning unit is presented with the use of the program called exe, by which enabled the presentation of films, animations and solving of applied tasks on the interactive whiteboard. Students had access to the learning unit also via the online classroom Moodle. The purpose of my learning unit of the Gas laws was to improve secondary school teaching methods and learning chemistry with the aim of improving the quality of knowledge of students, as well as sustainable knowledge and interest of pupils for learning chemistry. The presentation of the gas laws using information and communication technology in the classroom has increased the interest of pupils for learning chemistry.},
 year = {2017}
}

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TY  - JOUR
T1  - The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry
AU  - Nataša Junež
Y1  - 2017/11/16
PY  - 2017
N1  - https://doi.org/10.11648/j.sjedu.20170505.17
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PB  - Science Publishing Group
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AB  - Among young people a decline in interest for science and also the decline in understanding of science has been noticed. The traditional form of teaching, which are largely based on the theoretical interpretation of scientific ideas and scientific theories, do not contribute enough to improve the situation. One possible solution to this problem is the approach of teaching chemistry in context, which has its origins in the beginning of the eighties. In general colleges during the 1st year the Gas laws has been carried out in the learning unit with a different approach of teaching chemistry – teaching in context. The use of context was implemented, where the concepts are connected with the day-to-day life and social issues in the area of teaching chemistry. A learning unit is presented with the use of the program called exe, by which enabled the presentation of films, animations and solving of applied tasks on the interactive whiteboard. Students had access to the learning unit also via the online classroom Moodle. The purpose of my learning unit of the Gas laws was to improve secondary school teaching methods and learning chemistry with the aim of improving the quality of knowledge of students, as well as sustainable knowledge and interest of pupils for learning chemistry. The presentation of the gas laws using information and communication technology in the classroom has increased the interest of pupils for learning chemistry.
VL  - 5
IS  - 5
ER  -

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Nataša Junež

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APA Style

Nataša Junež. (2017). The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry. Science Journal of Education, 5(5), 220-224. https://doi.org/10.11648/j.sjedu.20170505.17

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ACS Style

Nataša Junež. The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry. Sci. J. Educ. 2017, 5(5), 220-224. doi: 10.11648/j.sjedu.20170505.17

Copy | Download

AMA Style

Nataša Junež. The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry. Sci J Educ. 2017;5(5):220-224. doi: 10.11648/j.sjedu.20170505.17

Copy | Download

@article{10.11648/j.sjedu.20170505.17,
  author = {Nataša Junež},
  title = {The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry},
  journal = {Science Journal of Education},
  volume = {5},
  number = {5},
  pages = {220-224},
  doi = {10.11648/j.sjedu.20170505.17},
  url = {https://doi.org/10.11648/j.sjedu.20170505.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170505.17},
  abstract = {Among young people a decline in interest for science and also the decline in understanding of science has been noticed. The traditional form of teaching, which are largely based on the theoretical interpretation of scientific ideas and scientific theories, do not contribute enough to improve the situation. One possible solution to this problem is the approach of teaching chemistry in context, which has its origins in the beginning of the eighties. In general colleges during the 1st year the Gas laws has been carried out in the learning unit with a different approach of teaching chemistry – teaching in context. The use of context was implemented, where the concepts are connected with the day-to-day life and social issues in the area of teaching chemistry. A learning unit is presented with the use of the program called exe, by which enabled the presentation of films, animations and solving of applied tasks on the interactive whiteboard. Students had access to the learning unit also via the online classroom Moodle. The purpose of my learning unit of the Gas laws was to improve secondary school teaching methods and learning chemistry with the aim of improving the quality of knowledge of students, as well as sustainable knowledge and interest of pupils for learning chemistry. The presentation of the gas laws using information and communication technology in the classroom has increased the interest of pupils for learning chemistry.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry
AU  - Nataša Junež
Y1  - 2017/11/16
PY  - 2017
N1  - https://doi.org/10.11648/j.sjedu.20170505.17
DO  - 10.11648/j.sjedu.20170505.17
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 220
EP  - 224
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20170505.17
AB  - Among young people a decline in interest for science and also the decline in understanding of science has been noticed. The traditional form of teaching, which are largely based on the theoretical interpretation of scientific ideas and scientific theories, do not contribute enough to improve the situation. One possible solution to this problem is the approach of teaching chemistry in context, which has its origins in the beginning of the eighties. In general colleges during the 1st year the Gas laws has been carried out in the learning unit with a different approach of teaching chemistry – teaching in context. The use of context was implemented, where the concepts are connected with the day-to-day life and social issues in the area of teaching chemistry. A learning unit is presented with the use of the program called exe, by which enabled the presentation of films, animations and solving of applied tasks on the interactive whiteboard. Students had access to the learning unit also via the online classroom Moodle. The purpose of my learning unit of the Gas laws was to improve secondary school teaching methods and learning chemistry with the aim of improving the quality of knowledge of students, as well as sustainable knowledge and interest of pupils for learning chemistry. The presentation of the gas laws using information and communication technology in the classroom has increased the interest of pupils for learning chemistry.
VL  - 5
IS  - 5
ER  -

Copy | Download