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Journal articles on the topic 'Symbolic Chemistry Learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Mujakir, Mujakir, Yenni Kurniawati, Safrijal Djamaluddin, and Nur Jahan Ahmad. "Design of Innovative Non-Routine Learning Strategies in Chemistry Learning." JTK (Jurnal Tadris Kimiya) 9, no. 2 (2024): 182–90. https://doi.org/10.15575/jtk.v9i2.38029.

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Traditional teaching methods in chemistry have been insufficient in helping students master problem-solving and conceptual understanding across the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. Innovative strategies are needed to address these challenges and improve learning outcomes. This study evaluates the feasibility, practicality, and effectiveness of a non-routine learning strategy as an innovative approach to teaching chemistry. The research adopts the Gall and Gall Research and Development (R&D) model with a 3D design framework (Define, Design,

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Zielinski, Theresa Julia. "Learning That Prepares for More Learning: Symbolic Mathematics in Physical Chemistry." Journal of Chemical Education 81, no. 4 (2004): 605. http://dx.doi.org/10.1021/ed081p605.

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Rizal, Wiji, Tuszie Widhiyanti, and Novianti Islahiah. "Multi-representation Analysis of General Chemistry Books on Chemical Bonding Subject." Orbital: Jurnal Pendidikan Kimia 8, no. 1 (2024): 61–70. http://dx.doi.org/10.19109/ojpk.v8i1.21609.

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This research is a preliminary study that focuses on multi-representation analysis of the chemical bonding topic in three general chemistry of text books. The analysis was carried out to find out how concepts are explained based on the three levels of chemical representation, especially on ionic and covalent bonding, which are the basis for further research in developing intertextual-based learning strategies. Analysis was carried out at the macroscopic-symbolic and sub microscopic-symbolic levels usingmulti-representation analysis table that was adopted from Gkitzia et al., 201 for three gene

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Zulhendra, Zulhendra. "Learning Media of PPT-iSpring with Macroscopic, Submicroscopic and Symbolic Representations for Improvement of Chemistry Teacher Competency." Pelita Eksakta 5, no. 1 (2022): 23. http://dx.doi.org/10.24036/pelitaeksakta/vol5-iss1/166.

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Activities of Community service in scheme of Program Kemitrasaan Masyarakat (PKM) aim to improve the competence of high school and vocational high school chemistry teachers in Pariaman Regency in making PPT-iSpring learning media which have macroscopic, submicroscopic and symbolic level. PKM methods are lectures, demonstrations and workshops. The lecture method is used to convey ICT and internet terminology, three levels of chemistry representation and 21st century learning. The demonstration method is to download general chemistry e-books and chemistry learning videos and workshops for making

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Wang, Lu, Georgia Hodges, and Juyeon Lee. "Connecting Macroscopic, Molecular, and Symbolic Representations with Immersive Technologies in High School Chemistry: The Case of Redox Reactions." Education Sciences 12, no. 7 (2022): 428. http://dx.doi.org/10.3390/educsci12070428.

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Redox reaction is a difficult concept to teach and learn in chemistry courses at the secondary level. Although the significance of connecting macroscopic, molecular, and symbolic levels of representation has been emphasized in the chemistry education literature, most redox instruction involves only macroscopic and symbolic representations. To address this challenge, we designed a blended-reality immersive environment (BRE) model, which blends a traditional experiment with immersive technologies to make the molecular representations of redox reactions visible. The effectiveness of this model in

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Wicaksono, Anggit Grahito. "Johnstone's Levels of Representation in Science Learning." SPEKTRA: Jurnal Kajian Pendidikan Sains 8, no. 1 (2022): 19. http://dx.doi.org/10.32699/spektra.v8i1.224.

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Science education, beginning in elementary and junior high schools, should be able to meet the demand for grasping the notion of science. Junior high school science learning is an integrated science learning that comprises three branches, namely biology, physics, and chemistry. Understanding chemistry as a whole, which comprises three levels of representation, namely macroscopic, submicroscopic, and symbolic, is what learning chemistry entails. The purpose of this article is to review the literature on the three levels of representation theory and the relationship between the three levels of r

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Wicaksono, Anggit Grahito. "Johnstone's Levels of Representation in Science Learning." SPEKTRA: Jurnal Kajian Pendidikan Sains 8, no. 1 (2022): 19. http://dx.doi.org/10.32699/spektra.v8i1.224.

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Science education, beginning in elementary and junior high schools, should be able to meet the demand for grasping the notion of science. Junior high school science learning is an integrated science learning that comprises three branches, namely biology, physics, and chemistry. Understanding chemistry as a whole, which comprises three levels of representation, namely macroscopic, submicroscopic, and symbolic, is what learning chemistry entails. The purpose of this article is to review the literature on the three levels of representation theory and the relationship between the three levels of r

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Zielinski, Theresa Julia. "Using Symbolic Software to Facilitate Learning." Journal of Chemical Education 78, no. 2 (2001): 270. http://dx.doi.org/10.1021/ed078p270.

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Liu, Yu, and Keith S. Taber. "Analysing symbolic expressions in secondary school chemistry: their functions and implications for pedagogy." Chemistry Education Research and Practice 17, no. 3 (2016): 439–51. http://dx.doi.org/10.1039/c6rp00013d.

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Symbolic expressions are essential resources for producing knowledge, yet they are a source of learning difficulties in chemistry education. This study aims to employ social semiotics to analyse the symbolic representation of chemistry from two complementary perspectives, referred to here as contextual (i.e., historical) and functional. First, the contextual account demonstrates that symbolism was introduced to represent compounds according to their elemental composition, to quantify chemistry, and to explain reactivity. Further to this, the functional analysis shows that symbolic expressions

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Sanchez, Joje Mar P. "Integrated Macro-Micro-Symbolic Approach in Teaching Secondary Chemistry." KIMIKA 28, no. 2 (2017): 22–29. http://dx.doi.org/10.26534/kimika.v28i2.22-29.

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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 signifi

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Ahmar, Dewi Satria, Muhammad Fath Azzajjad, and Muh Syahrir. "Students’ Representation Ability in Chemistry." Journal of Applied Science, Engineering, Technology, and Education 2, no. 2 (2020): 181–87. http://dx.doi.org/10.35877/454ri.asci22124.

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This study aimed to determine the representation ability of students in learning chemistry. The ability of representation consists of three levels, namely macroscopic level, submicroscopic level, and symbolic level. This study was a descriptive study. The subjects in this study were 53 XI grade students. The study instrument was in the form of a description test compiled based on indicators of representation ability. The results showed that the average score of students’ representation ability at the macroscopic level is 66.94, and is in the good category. The average score of students’ repres

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Schwedler, Stefanie, and Marvin Kaldewey. "Linking the submicroscopic and symbolic level in physical chemistry: how voluntary simulation-based learning activities foster first-year university students’ conceptual understanding." Chemistry Education Research and Practice 21, no. 4 (2020): 1132–47. http://dx.doi.org/10.1039/c9rp00211a.

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Research in the past decades repeatedly revealed university students’ struggles to properly understand physical chemistry concepts. In contrast to school, tertiary teaching relies heavily on the symbolic level, mainly applying abstract representations such as equations and diagrams. To follow the lessons and generate conceptual understanding, students need to connect those representations with macroscopic and submicroscopic aspects of the scientific concept depicted. For German first-year chemistry students, this increase in abstraction in a major subject of study contributes to excessive dema

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Ibrahim, Mokhzani, and Nurul Atikah Mohd Badli. "STEM in chemistry." LUMAT: International Journal on Math, Science and Technology Education 12, no. 4 (2025): 4. https://doi.org/10.31129/lumat.12.4.2445.

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The development of students' problem-solving skills is vital for cultivating a future-ready workforce, particularly in the domains of Science, Technology, Engineering, and Mathematics (STEM) education. Despite its importance, many students face difficulties in connecting classroom learning to real-world contexts, a challenge that is particularly pronounced in chemistry due to the abstract nature of concepts such as the three levels of chemistry representation (macroscopic, microscopic, and symbolic). The integration of STEM principles into teaching approaches, such as the blended problem-based

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Gabel, Dorothy. "Theory-Based Teaching Strategies for Conceptual Understanding of Chemistry." Educación Química 11, no. 2 (2018): 236. http://dx.doi.org/10.22201/fq.18708404e.2000.2.66459.

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<div>The Information Processing Model and the Social Constructivist Theory provide a basis for modifying teaching strategies traditionally used in introductory chemistry courses. Theory-based strategies that have potential for improving students conceptual understanding of chemistry include: Integrating the macroscopic, particulate and symbolic ways of representing matter whenever appropriate; using Concep- Tests during lectures; utilizing the Learning Cycle approach for laboratory instruction, and using Problem- Based-Learning.</div><div> </div>

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Sibananda, Sana, and Chandan Adhikary Dr. "MICRO AND MACRO LEVEL PHENOMENA IN CHEMISTRY: LEARNING DIFFICULTIES, DEFICIENCIES AND REMEDIAL MEASURES." International Journal of Current Research and Modern Education 2, no. 1 (2017): 197–201. https://doi.org/10.5281/zenodo.810129.

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It is a well experienced and well transmitted belief that chemistry is a difficult subject. This subject is not well accepted to all the learning communities concerned. Chemistry as a discipline comprises of so many facts, symbols, structures and reactivity of matter and energy. In this sense understanding of chemical phenomena is not an easy task. On the other hand misconceptions on the part of the chemistry teachers and improper delivery of the content materials to the learners has made the subject tougher one. In this investigation we are to explore the probable causes of learning difficult

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Ridhani, Jovita, Sari Trisnaningsih, and Ika Nur Fitriani. "Visual Representations in Indonesian Chemistry Textbooks: Supporting Deep Learning for 2025 Educational Goals." Indonesian Journal of Instructional Media and Model 7, no. 1 (2025): 33–49. https://doi.org/10.32585/ijimm.v7i1.6438.

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Indonesian students struggle with abstract science concepts, as reflected in their low performance in international assessments. The primary learning resource is still textbook, and their visual materials are significant in helping students understand abstract concepts, especially in chemistry. However, visuals are often underutilized in science education. To address this gap, this study analyzes visual representations in Indonesian chemistry textbooks of the 2013 Curriculum to inform future improvements aligned with Indonesia’s 2025 educational goals. Two widely used textbooks for grades X an

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Dwiningsih, Kusumawati, and Nurlaily Yulia Safitri. "Development Interactive Multimedia Using 3D Virtual Modelling on Intermolecular Forces Matter." International Journal of Chemistry Education Research 3, no. 3 (2020): 17–25. http://dx.doi.org/10.20885/ijcer.vol4.iss1.art3.

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One of characteristic in chemistry is its abstractness concept thus, the models or analogies to represent its microscopic and symbolic representation which not able seen by eyes are needed. Intermolecular forces lesson is one of chemistry concept that needs microscopic and symbolic representation. Modelling for microscopic and symbolic representation can be used to facilitate students for a better learning experience. Related to the problem background, the aim of this study is to know the validity of interactive multimedia using 3D modelling. The 3D intermolecular forces multimedia will contai

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Saeed Aledressi, Alaa Ameen Muhammad, Marla Ma'firah, Yosi Juwita Erman, Ifan Rivaldo, and Nurhawilis Nurhawilis. "The Development of E-Learning Chemistry Learning for SMA / MA based on Project Based Learning on Quantum Number Material with the Flipped Classroom Approach in Class X Senior High School." INTERNATIONAL JOURNAL OF HIGH INFORMATION, COMPUTERIZATION, ENGINEERING AND APPLIED SCIENCE (JHICE) 1, no. 02 (2021): 74–83. http://dx.doi.org/10.24036/jhice/vol1-iss02/33.

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Educational Chemistry is a material which in its study requires 3 levels of representation known as the triangle, namely macroscopic, submicroscopic and symbolic. At the microscopic level, chemical materials study abstract things such as atoms, molecules, compounds so that they must be a concrete picture to study them. At the symbolic level contains formulas, structures, and reaction equations. Meanwhile, at the macroscopic level it was carried out by means of experiments. However, in its implementation, the experiment requires a long time and complete facilities and infrastructure. So that wh

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Zielinski, Theresa Julia. "Fostering Creativity and Learning Using Instructional Symbolic Mathematics Documents." Journal of Chemical Education 86, no. 12 (2009): 1466. http://dx.doi.org/10.1021/ed086p1466.

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Shmalko, Elizaveta, and Askhat Diveev. "Control Synthesis as Machine Learning Control by Symbolic Regression Methods." Applied Sciences 11, no. 12 (2021): 5468. http://dx.doi.org/10.3390/app11125468.

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The problem of control synthesis is considered as machine learning control. The paper proposes a mathematical formulation of machine learning control, discusses approaches of supervised and unsupervised learning by symbolic regression methods. The principle of small variation of the basic solution is presented to set up the neighbourhood of the search and to increase search efficiency of symbolic regression methods. Different symbolic regression methods such as genetic programming, network operator, Cartesian and binary genetic programming are presented in details. It is shown on the computati

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Becker, Nicole, Courtney Stanford, Marcy Towns, and Renee Cole. "Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class." Chemistry Education Research and Practice 16, no. 4 (2015): 769–85. http://dx.doi.org/10.1039/c5rp00064e.

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In physical chemistry classrooms, mathematical and graphical representations are critical tools for reasoning about chemical phenomena. However, there is abundant evidence that to be successful in understanding complex thermodynamics topics, students must go beyond rote mathematical problem solving in order to connect their understanding of mathematical and graphical representations to the macroscopic and submicroscopic phenomena they represent. Though traditional curricular materials such as textbooks may provide little support for coordinating information across macroscopic, submicroscopic,

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Edwards, Nazeem, and Lize Maree. "A comparison between preservice science teachers’ representational competence and fluency in chemistry and physics." Journal of Turkish Science Education 22, no. 2 (2025): 300–317. https://doi.org/10.36681/tused.2025.015.

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This study examined the representational competence and fluency of preservice science teachers (PSTs) enrolled in a science teacher education program. It compared how these skills influence the understanding of the same cohort of PSTs when teaching concepts in chemistry and physics. Utilising a quantitative descriptive comparative design, the research analyses the participants' ability to effectively use multiple representations (MRs)—comprising graphical, experimental, symbolic, and verbal modes—during lesson presentations. Data from 39 PSTs were collected through video recordings that demons

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Siregar,, Rabiyatul Adawiyah, Sun Theo Constan Lotebulo Ndruru, Armansyah Lubis, Ali Akbar Siregar, and Nurhijriyah Kam Siregar. "Scientific, inquiry, and animation integration: The IPSIA learning model in chemistry." Jurnal Pendidikan Kimia 16, no. 3 (2024): 302–10. https://doi.org/10.24114/jpkim.v16i3.63566.

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This study addresses the issue of low active participation among students in chemistry learning, as well as their difficulties in understanding macroscopic, microscopic, and symbolic concepts, which contribute to unsatisfactory learning outcomes. To tackle these challenges and enhance students' performance in chemistry, a valid, practical, and effective IPSIA learning model was developed. The research employed a development approach based on the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model, beginning with a thorough analysis of the curriculum. This was followed by the design

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Rahmawati, Yuli, Zulhipri Zulhipri, Octaviano Hartanto, Ilham Falani, and Deni Iriyadi. "Students’ conceptual understanding in chemistry learning using PhET interactive simulations." Journal of Technology and Science Education 12, no. 2 (2022): 303. http://dx.doi.org/10.3926/jotse.1597.

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This study aims to analyse students' conceptual understanding of chemical equilibrium matter using Physics Education Technology (PhET) Interactive Simulations. Students' misconceptions can be caused by the difficulty in connecting the sub-microscopic, macroscopic, and symbolic levels of understanding in chemistry. The study was conducted at a secondary school with a total sample of 108 students using a quantitative research method. The results showed that multiple-choice questions of the two-tier Chemical Equilibrium Diagnostic Instrument (CEDI) used in this study meet with the Rasch measureme

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Eilks, Ingo, Torsten Witteck, and Verena Pietzner. "The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education." Center for Educational Policy Studies Journal 2, no. 1 (2018): 125–45. http://dx.doi.org/10.26529/cepsj.398.

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The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it requires specific forms of visualisation, i.e. pictures andanimations illustrating the model-based level of discrete particles, atoms, or molecular structures. This paper considers the central role visualisations play when learning about the model-based, sub-microscopic level, but it also reflects the dang

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Djoa, Dominikus Djago, Sunyono Sunyono, Albet Maydiantoro, and Tubagus Ali Rachman Puja Kesuma. "The eXe Learning as a Solution to the Problem of the Three Phenomena of Chemistry Learning Stages : A Literature Review." International Journal of Education and Information Technologies 15 (July 20, 2021): 167–75. http://dx.doi.org/10.46300/9109.2021.15.17.

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This research is a literature review study that aims to provide understanding and enlightenment to teachers about the feasibility, effectiveness, and usefulness of eXe Learning media as chemistry learning media involving three levels of chemical phenomena: macroscopic, submicroscopic, and symbolic and the practicality of their use in the era of the industrial revolution 4.0 and the Covid-19pandemic. The sources of literature are the articles from the journal Education Resources Information Center (ERIC), Elsevier, and Google Scholar, and it is limited to empirical studies published during the

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Prokša, Miroslav, Anna Drozdíková, and Zuzana Haláková. "Verifying the Weight of Different Learning Tasks in Student Assessment by Chemistry Teachers." Chemistry-Didactics-Ecology-Metrology 24, no. 1-2 (2019): 89–97. http://dx.doi.org/10.2478/cdem-2019-0007.

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Abstract Learning tasks are a great motivation tool in chemistry teaching, necessary in the exposure and fixation part of a teaching process, and also often used when diagnosing the depth and type of student knowledge. Our research analysed the relationship between the student assessment in chemistry and their success in solving memory, algorithmic and conceptual tasks at symbolic, submicroscopic and macroscopic levels. The testing focused on chemical equilibrium, because this topic is appropriate to design and test the tasks. The collected data was evaluated by one-factor ANOVA analysis. We e

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Herunata, Herunata, Putri Nanda Fauziah, Fisky Ayudya Citra Pramudita, and Shella Natasya. "Analysis of Concepts and Propositions through Multi-Representation Based Inquiry Learning on Colligative Properties." JCER (Journal of Chemistry Education Research) 8, no. 1 (2024): 41–53. http://dx.doi.org/10.26740/jcer.v8n1.p41-53.

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Chemistry is a science that studies the composition, structure, and properties or changes of matter. In chemistry, there are three levels of representation namely macroscopic, submicroscopic, and symbolic. Chemistry is a branch of science that requires students to have an understanding of concepts and mathematical skills, one of which is colligative properties. The aim of this research is to analyze the concept of colligative properties so that students don’t have misconceptions and can enhance their understanding through a multi-representation approach. The method used is the scientific appro

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McCollum, Brett, Layne Morsch, Chantz Pinder, Isaiah Ripley, Darlene Skagen, and Michael Wentzel. "Multi-dimensional trust between partners for international online collaborative learning in the Third Space." International Journal for Students as Partners 3, no. 1 (2019): 50–59. http://dx.doi.org/10.15173/ijsap.v3i1.3730.

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The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamil

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Agustina, Nur Indah, Munzil Munzil, Habiddin Habiddin, and M. Muchson. "Development of Guided Inquiry based E-Learning Teaching Material on the Intermolecular Forces Enriched with Molview." Journal of Disruptive Learning Innovation (JODLI) 2, no. 2 (2021): 80. http://dx.doi.org/10.17977/um072v2i22021p80-88.

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The intermolecular force is one of the chemistry topics covered in the high school curriculum in Indonesia. As the characteristics of chemistry concepts in general, intermolecular forces concepts can be presented in the three levels of chemical representations (microscopic, symbolic, and macroscopic). Currently, chemistry teaching materials are available in Indonesian schools mostly have limited support for helping students to visualize the molecular aspect of intermolecular forces concepts mainly in the form of three-dimensional space (3D). This study aimed to produce an E-Learning teaching m

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Khaeruman, Khaeruman, and Hulyadi Hulyadi. "DEVELOPING INTERACTIVE FUNDAMENTAL CHEMISTRY MULTIMEDIA IN GROWING GENERIC SKILL FOR TEACHER TRAINING STUDENTS." Hydrogen: Jurnal Kependidikan Kimia 4, no. 1 (2016): 48. http://dx.doi.org/10.33394/hjkk.v4i1.46.

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Chemistry investigates interactions and reactions of particles as atom, ion, molecule, and their tendencies. Interactions occurred are so abstract that make them become difficult to be observed and documented. This becomes a problem in learning chemistry. It happens due to the separation of macroscopic and microscopic concepts. In fact, to be able to obtain the concept of chemistry as whole requires learning model which can integrate three aspects namely macroscopic, symbolic-conducted through practicum, and microscopic-conducted through modeling interactive media. This study aimed to develope

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Eliyawati, Eliyawati, Rika Rafikah Agustin, Yustika Sya’bandari, and Rossy Andini Herindra Putri. "Smartchem: An Android Application for Learning Multiple Representations of Acid-Base Chemistry." Journal of Science Learning 3, no. 3 (2020): 196–204. http://dx.doi.org/10.17509/jsl.v3i3.23280.

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An android application named SmartChem was developed to explain multiple representations of acid-base chemistry. This paper is a description of an android-based media (SmartChem) through the stages of design, development, validation and revision, and finally, limited trials with pre-service science teachers. SmartChem is intended to aid students in understanding through media explanations of symbolic, macroscopic, and submicroscopic representations of acid-base material. The validity of the tool was assessed through the ratings of a panel of five expert judges using Aiken’s validity index (Aik

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Ferk-Savec, Vesna, Bernarda Urankar, Maija Aksela, and Iztok Devetak. "Prospective chemistry teachers’ perceptions of their profession: The state of the art in Slovenia and Finland." Journal of the Serbian Chemical Society 82, no. 10 (2017): 1193–210. http://dx.doi.org/10.2298/jsc161221083s.

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The main purpose of this paper is to present Slovenian and Finnish prospective chemistry teachers? perceptions of their future profession, especially with regard to their understanding of the role of the triple nature of chemical concepts (macro, submicro and symbolic) and their representations in chemistry learning. A total of 19 prospective teachers (10 Slovenian, 9 Finnish) at master?s level in chemical education participated in the research. The prospective teachers? opinions were gathered using an electronic questionnaire comprising six open-ended questions. The study revealed many parall

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Chen, Xiaoge, Luciane de Goes, David Treagust, and Ingo Eilks. "An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities." Education Sciences 9, no. 1 (2019): 42. http://dx.doi.org/10.3390/educsci9010042.

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This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a lite

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Opona, Abegail Joyce, Joje Mar Sanchez, and Kim Bondoc. "Use of Multiple Representations in Online General Chemistry Class: Promoting Chemical Understanding during the Covid-19 Pandemic." KIMIKA 33, no. 2 (2022): 21–33. http://dx.doi.org/10.26534/kimika.v33i2.21-33.

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Teaching and learning in chemistry have been shifted to online classes due to the pandemic. With this, researchers investigated the use of multiple representations embedded to determine its effectiveness in online learning setup. A pretest-posttest with control quasi-experimental design was employed to two groups of Grade 11 STEM students taking up a general chemistry course in a private secondary institution in Cebu City, Philippines. The control group (n=30) was exposed to typical online class while the experimental group (n=30) was exposed to the multiple representations. Study findings rev

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Widarti, Hayuni Retno, Ana Permanasari, and Sri Mulyani. "UNDERGRADUATE STUDENTS’ MISCONCEPTION ON ACID-BASE AND ARGENTOMETRIC TITRATIONS: A CHALLENGE TO IMPLEMENT MULTIPLE REPRESENTATION LEARNING MODEL WITH COGNITIVE DISSONANCE STRATEGY." International Journal of Education 9, no. 2 (2017): 105. http://dx.doi.org/10.17509/ije.v9i2.5464.

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The study was conducted to map the misconception pattern of chemistry prospective teachers who learned acid-base and argentometric titration. Further, it attempts to minimize misconception through a multiple representation model of learning chemistry with cognitive dissonance strategy. The first treatment was done on acid-base titration and the second treatment on argentometric titration materials. The multiple choice test with open reasons was administered to 30 undergraduate students. The finding shows that 28.6% students have the same pattern of misconception while learning in both of the c

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Aprille, Kaye O. Jaranilla, and Jade Q. Orongan Maris. "Symbolic Representation Approach on Students' Academic Performance and Portfolio in Science 10 via Modular Learning Modality." Symbolic Representation Approach on Students' Academic Performance and Portfolio in Science 10 via Modular Learning Modality 8, no. 10 (2023): 11. https://doi.org/10.5281/zenodo.10029936.

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The study was conducted to assess the student's academic performance in Chemistry through a symbolic representation approach (SRA) among the Grade 10 students of Concepcion National High School. Specifically, it aimed to: determine the level of academic performance of those students exposed to symbolic  representation approach (SRA) and those exposed to non- SRA in terms of pretest and posttest; identify the level of  student portfolio assessment of those students exposed to SRA and those exposed to non-SRA in terms of Content, Design and Organization, Creativity and Effort, Reflecti

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Mawardi, Mawardi, Zonalia Fitriza, and Okta Suryani. "Development of E-Learning Teaching Materials Based on Guided Inquiry Learning Models and Camtasia Applications to Support Post-COVID-19 Online Learning for Chemistry Teachers in SMA / MA." Pelita Eksakta 4, no. 1 (2021): 77. http://dx.doi.org/10.24036/pelitaeksakta/vol4-iss1/146.

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The increasing number of positive cases of COVID-19 in Indonesia has prompted the Ministry of Education and Culture (Kemendikbud) to recommend online learning as an effort to reduce the spread of the virus. The use of new online learning technology is dominated by SMA / MA in big cities because of the financial capacity and availability of a digital learning system that is better than SMA / MA in remote areas. The problem currently faced is the unavailability of teaching materials oriented to the online learning process (e-learning) in accordance with the demands of the 2013 Curriculum and the

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Celestino, Teresa. "Aniline and Beyond: A Multifaceted Case Study for a Bildung-Focused Chemical Education." Organics 6, no. 2 (2025): 20. https://doi.org/10.3390/org6020020.

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In the chemical education field, the Johnstone’s triangle represents three learning levels (symbolic, macroscopic, and molecular) needed for students. Afterwards, Mahaffy suggested a tetrahedron model based on this triangle, where the top represents the human element. Subsequently, Sjöström proposed a subdivision of the top into three other levels: applied chemistry, socio-cultural context, and critical–philosophic approach. These six dimensions of chemical knowledge will be examined in relation to the discovery of aniline, its chemistry and applications. The historical and epistemic aspects o

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Slapničar, Miha, Valerija Tompa, Saša A. Glažar, and Iztok Devetak. "FOURTEEN-YEAR-OLD STUDENTS' MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS." Journal of Baltic Science Education 17, no. 4 (2018): 620–32. http://dx.doi.org/10.33225/jbse/18.17.620.

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Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macro

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Zou, Jia, Xiaokai Zhang, Yiming He, Na Zhu, and Tuo Leng. "FGeo-DRL: Deductive Reasoning for Geometric Problems through Deep Reinforcement Learning." Symmetry 16, no. 4 (2024): 437. http://dx.doi.org/10.3390/sym16040437.

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Human-like automatic deductive reasoning has always been one of the most challenging open problems in the interdisciplinary field of mathematics and artificial intelligence. This paper is the third in a series of our works. We built a neural-symbolic system, named FGeo-DRL, to automatically perform human-like geometric deductive reasoning. The neural part is an AI agent based on deep reinforcement learning, capable of autonomously learning problem-solving methods from the feedback of a formalized environment, without the need for human supervision. It leverages a pre-trained natural language m

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Pradani, Nevia, Munzil Munzil, and M. Muchson. "Development of Guided Inquiry Based Learning Materials Enriched with Augmented Reality in Electrolysis Cell Material." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (2020): 4. http://dx.doi.org/10.3991/ijim.v14i12.15597.

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In electrolysis cell chemistry learning material students still experience Difficulties related to chemical material roomates characteristics include three levels of representation macroscopic, submicroscopic, and symbolic. Therefore, the chemistry should be taught by inquiry strategies must be supported a program that is Able to visualize particulate material aspects in an electrolytic cell, such as Augmented Reality. The purpose of this study was to produce guided inquiry-based teaching materials assisted by Augmented Reality on the topic of electrolysis cells. . The development of teaching

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Indriyanti, Nurma Yunita, Sulistyo Saputro, and Rizki Lukman Sungkar. "PROBLEM-SOLVING AND PROBLEM-POSING LEARNING MODEL ENRICHED WITH THE MULTIPLE REPRESENTATION IN TETRAHEDRAL CHEMISTRY TO ENHANCE STUDENTS’ CONCEPTUAL UNDERSTANDING." EDUSAINS 12, no. 1 (2020): 123–34. http://dx.doi.org/10.15408/es.v12i1.13282.

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MODEL PROBLEM SOLVING DAN MODEL PROBLEM POSING DILENGKAPI MULTI REPRESENTASI TETRAHEDRAL KIMIA DALAM MENINGKATKAN PEMAHAMAN KONSEP SISWA AbstractA learning model has its characteristics with advantages and disadvantages. A Teacher has a particular way of delivering chemistry materials. This study aims to investigate the implementation of Thinking Aloud Pair Problem Solving (TAPPS) and Problem Posing (PP) to enhance students' conceptual understanding of the topic of the mole concept. The learning model implemented was enriched with the tetrahedral chemistry representation, which included levels

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Enero Upahi, Johnson, and Umesh Ramnarain. "Representations of chemical phenomena in secondary school chemistry textbooks." Chemistry Education Research and Practice 20, no. 1 (2019): 146–59. http://dx.doi.org/10.1039/c8rp00191j.

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The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students’ understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and learning resources. As learning resources, textbooks are ubiquitous and usually readily available to both students and teachers. Therefore, this study investigated how chemical phenomena are represented or depicted in secondary school chemistry textb

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Musva, Nurul Lestari, Maria Erna, and Abdullah Abdullah. "The Effectiveness of Problem-Based Flipped Classroom Model in Improving Chemistry Learning Outcomes of Buffer Solution." Hydrogen: Jurnal Kependidikan Kimia 11, no. 1 (2023): 34. http://dx.doi.org/10.33394/hjkk.v11i1.6213.

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The concept of buffer solutions is ubiquitous in everyday life, encompassing macroscopic, symbolic, and microscopic representations. Effective learning of these concepts requires students to understand the subject matter, analyze it, and apply their knowledge to real-life situations. This study aimed to assess the impact of problem-based learning in a flipped classroom model on the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The study employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of two grou

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Amalia, F. R., S. Ibnu, H. R. Widarti, and H. Wuni. "Students’ Mental Models of Acid and Base Concepts Taught Using Cognitive Apprenticeship Learning Model." Jurnal Pendidikan IPA Indonesia 7, no. 2 (2018): 187–92. http://dx.doi.org/10.15294/jpii.v7i2.14264.

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A mental model is a student's perception or description of a concept. Chemistry learning requires deep understanding including three levels of representation; macroscopic, sub-microscopic, and symbolic. These three levels of representation are interconnected to form a meaningful understanding and students' mental model. The purpose of this study was to look at the mental models of students on acid and base topic taught using cognitive apprenticeship learning model. This research employed explanatory sequential mix method with 65 research subjects. The research instrument was in the form of a d

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Ye, Jianqiang, Shanshan Lu, and Hualin Bi. "The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions." Chemistry Education Research and Practice 20, no. 1 (2019): 288–301. http://dx.doi.org/10.1039/c8rp00165k.

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This study uses graphs of conductivity measured by a microcomputer-based laboratory (MBL) to promote students’ macro, micro, and symbolic representations when learning about net ionic reactions (NIR). A total of 54 students, aged 14–15 years old participated in this research, and were randomly divided into an experimental group (N= 27) and a control group (N= 27). The students in the experimental group were given graphs of conductivity measured by MBL, while the control group had a demonstration of acid–base titration experiments. The results reveal that the graphs of conductivity have a large

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Almubarak, Almubarak, and Parham Saadi. "Validity, Practicality, Effectiveness: Wetland Contexted-Chemical Representation Module as a Media for Learning." Journal of Mathematics Science and Computer Education 2, no. 1 (2022): 56. http://dx.doi.org/10.20527/jmscedu.v2i1.5067.

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where it consists of 3 (three) levels, namely macroscopic, particulate, and symbolic. Learning resources with environmental integration and representation concepts are chemical learning media that can strengthen their understanding of learning. However, the chemistry teacher has not been judged to successfully achieve the essence of learning in the science aspect. This study aimed to analyze a chemical representation module contexted-wetland by three aspects (validity, practicality, effectivity). The Plomp Development Model was the research method chosen, but research content focused on to val

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Hidayati, Hidayati. "The Development of Structured Inquiry with three-Level Representation Module." JKPK (Jurnal Kimia dan Pendidikan Kimia) 6, no. 2 (2021): 228. http://dx.doi.org/10.20961/jkpk.v6i2.53945.

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<p>Mole concepts are essential parts of chemistry learning and have become preliminaries to learn other chemistry concepts. However, the learning resource used has not incorporated three representations, resulting in students' learning outcomes. This study aimed to develop a structured inquiry module in terms of validity and practicality. The method used in this study is research development through the use of the Plomp model. There were 141 senior high school students in Padang participating in the study. The instruments of this study included cognitive tests. The result of the study in

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Ischak, Netty Ino, Eka Anggraini Odja, Jafar La Kilo, and Akram La Kilo. "Pengaruh Keterampilan Proses Sains Melalui Model Inkuiri Terbimbing terhadap Hasil Belajar Siswa pada Materi Larutan Asam Basa." Hydrogen: Jurnal Kependidikan Kimia 8, no. 2 (2020): 58. http://dx.doi.org/10.33394/hjkk.v8i2.2748.

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Chemistry learning has so far emphasized macroscopic and symbolic aspects as a result of misconceptions and students' low understanding of chemistry. This study aims to determine the influence of science process skill through guided inquiry model on student learning outcomes on acidic-basicsolution topic. The type of research is experimental research with Posttest-Only Control Design. Sampling was done by using Purposive Sampling technique. The sample of research for the experimental class and control class were 31 students, respectively. Data collection using objective test as an instrument t

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