Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study.
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| Title: | Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study. |
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| Authors: | Hanson, Ruby1 maameruby@yahoo.com |
| Source: | Science Education International. 2020, Vol. 31 Issue 1, p22-28. 7p. |
| Subject Terms: | *Chemistry education, *Blended learning, *Higher education, Analytical chemistry, Chemical reactions |
| Abstract: | This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 152486766 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hanson%2C+Ruby%22">Hanson, Ruby</searchLink><relatesTo>1</relatesTo><i> maameruby@yahoo.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. 2020, Vol. 31 Issue 1, p22-28. 7p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Analytical+chemistry%22">Analytical chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Chemical+reactions%22">Chemical reactions</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=152486766 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v31.i1.3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 22 Subjects: – SubjectFull: Chemistry education Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Higher education Type: general – SubjectFull: Analytical chemistry Type: general – SubjectFull: Chemical reactions Type: general Titles: – TitleFull: Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hanson, Ruby IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 31 – Type: issue Value: 1 Titles: – TitleFull: Science Education International Type: main |
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