First-year chemistry was identified by the North West University Potchefstroom Campus
as one of the modules with a low pass rate. It is clear that students often memorise
definitions and formulae, without understanding the underlying concepts which are
necessary for problem solving. It is important that these and other related problems are
addressed, before any significant change in the through-put rate for first-year students
is reached. Conventional forms of lectures as teaching approach had little impact on the
performance of students’ exam results. Much research has already been done on
students’ misconceptions of stoichiometry, as well as problem solving strategies
regarding stoichiometric problems. In addition, several alternative approaches
concerning the teaching of chemistry have already been developed. Students still see
this subject as very difficult and challenging. This study handles the systematic
integration of visualization during lectures and the development of critical thinking and
metacognition in assignments in stoichiometry teaching of first-year students at a South
African University with the purpose of improving conceptual understanding.
A quantitative research approach was followed. A one-group pre-test-post-test design
was initiated to determine if there were practical significant differences in the
conceptualisation of students at the beginning and at the end of the study. The
intervention consisted of the implementation of specific teaching techniques, which
included visualization and the development of critical thinking. Slideshows, a document
camera, assessment tasks, a mini-project as well as thinking skills tasks were used.
The study indicated that visualization, metacognition and critical thinking had a positive
influence on the learning and conceptualisation of stoichiometry in students. The
promotion of the learning of by the implementation of visualization, metacognition and
critical thinking techniques, was successfully applied to help first-year students of this
university realise stoichiometric-conceptualisation. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/15680 |
| Date | January 2015 |
| Creators | Van der Westhuizen, Lerina |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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