Project Introduction Supporting Materials (PRISM): Transforming Students’ Perceptions Towards Learning Chemistry
Abstract
It is well known by educators that innovative pedagogical strategies will prompt students to learn better. If students’ learning is well supported by teachers, they will be able to have better perceptions on learning even towards difficult subjects like Chemistry. Project Introduction Supporting Materials (PRISM) was designed to transform students’ perceptions towards learning Chemistry. It was an action research project and grounded theory analysis was applied to investigate the effects of PRISM. It was inspired and built upon research findings in the field of educational neuroscience. At the end of the action research project, the PRISM Group students experienced a transformation in their perceptions towards learning Chemistry. A grounded theory approach was utilised to investigate the effectiveness of PRISM. From the qualitative analysis, three (3) categories emerged – (i). positive academic emotions; (ii). learning responsibility; and (iii). Connectedness. The approach administered the triangulation technique in order to ensure the credibility and validity of the qualitative data.
References
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Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ashe-eric higher education reports (ED336049). ERIC. https://files.eric.ed.gov/fulltext/ED336049.pdf
Cheong, K. C., Hill, C., & Leong, Y. C. (2016). Malaysia's education policies and the law of unintended consequences. Journal of International and Comparative Education (JICE), 73-85. https://doi.org/10.14425/jice.2016.5.2.73
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
Dick, B. (2007). What can grounded theorists and action researchers learn from each other? The SAGE Handbook of Grounded Theory, 398-416.
Economic Planning Unit of Malaysia. (2017). Wawasan 2020, 1991 – 2020 [Fact sheet]. http://www.epu.gov.my/en/development-policies/vision-2020.
Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549
Johnstone, A. H. (2000). Teaching of chemistry-logical or psychological? Chemistry Education Research and Practice, 1(1), 9-15. https://doi.org/10.1039/A9RP90001B
Kember, D., & Gow, L. (1992). Action research as a form of staff development in higher education. Higher Education, 23(3), 297-310. https://doi.org/10.1007/BF00145018
Khandkar, S. H. (2009). Open coding. University of Calgary, 23, Article 2009.
Kyle, Y., Bacon, S., Park, A., Griffin, J., Cummins, R., Hooks, R., & Fan, H. J. (2013). Teaching chemistry effectively with engineering majors: Teaching beyond the textbook. In M. H. Chiu, H. L. Tuan, H. K. Wu, J. W. Lin, & C. C. Chou (Eds.), Chemistry education and sustainability in the global age (pp. 109-120). Springer. https://doi.org/10.1007/978-94-007-4860-6_10
McNiff, J. (2013). Action research: Principles and practice. Routledge.
McTaggart, R., & Kemmis, S. (1988). The action research planner. Deakin University.
Medina, J. (2011). Brain rules: 12 principles for surviving and thriving at work, home, and school. ReadHowYouWant.com.
Morita, K., Morishima, M., Sakai, K., & Kawaguchi, Y. (2013). Dopaminergic control of motivation and reinforcement learning: a closed-circuit account for reward-oriented behavior. Journal of Neuroscience, 33(20), 8866-8890. https://doi.org/10.1523/JNEUROSCI.4614-12.2013
Ng Soo Boon (2014, August 23). Malaysian school science education: Challenges and the way forward [Keynote address]. SoSE 2014, UTAR Perak Campus, Malaysia.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
Simpson, R. D., & Steve Oliver, J. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1-18. https://doi.org/10.1002/sce.3730740102
Siuda-Krzywicka, K., Bola, Ł., Paplińska, M., Sumera, E., Jednoróg, K., Marchewka, A., & Szwed, M. (2016). Massive cortical reorganization in sighted Braille readers. Elife, 5, Article e10762. https://doi.org/10.7554/eLife.10762
Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103-114. https://doi.org/10.1080/00071005.1981.9973589
Willis, J. (2007). The neuroscience of joyful education. Educational Leadership, 64(9), 1-5.
Wise, R. A. (2004). Dopamine, learning and motivation. Nature Reviews Neuroscience, 5(6), 483-494. https://doi.org/10.1038/nrn1406
Wlodkowski, R. J. (2011). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
Published
2022-03-01
How to Cite
KADUM, Byron MC Michael.
Project Introduction Supporting Materials (PRISM): Transforming Students’ Perceptions Towards Learning Chemistry.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 4, n. 1, p. 88-98, mar. 2022.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/17132>. Date accessed: 13 oct. 2024.
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Articles
