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Probing the Perception About Probing the Perception About Chemistry on Industrial Chemistry Chemistry on Industrial Chemistry
Students atStudents at Universiti TeknologiUniversiti Teknologi MARAMARA
Zarila Mohd Shariff Zarila Mohd Shariff && Jaafar JantanJaafar JantanSixteenth Chemical Analysis
Symposium(SKAM 16), UNIMAS, Sept 9th -11th, 2003
Applied Sciences Education Research Group (ASERG), Faculty of Applied Sciences
Universiti Teknologi MARA 40450 Shah Alam
email: email: [email protected]@salam.uitm.edu.my; ; [email protected]@salam.uitm.edu.my
http://www.uitm.edu.my/faculties/fsg/drjj1.htmlhttp://www.uitm.edu.my/faculties/fsg/drjj1.html
Introduction Introduction -- QuoteQuote
"One who learns by finding out has sevenfold the skill of the one who learned by being told.“ - Arthur Gutterman
Introduction Introduction Preparing human resources to do chemical analysis – the stumbling blocks
Example: Ideas of Chromatography– separation, chemical mixtures, – compounds, molecules, atoms, – bonding, adsorption, ion-exchange, affinity, – phases, stationary, mobile, retention time,– column, detectors, – supercritical fluid, critical point, saturation points
IntroductionIntroductionPreparing human resources to do chemical analysis – the stumbling blocks
Non coherent ideas may lead to non-creative students & mediocre performing chemical analysts, at best.– Check by looking at how ideas are connected
togetherConcept map
IntroductionIntroduction--CMAPCMAP
IntroductionIntroductionPreparing human resources to do chemical analysis – the stumbling blocks
Non coherent ideas may lead to non-creative students & mediocre performing chemical analysts, at best.– Diagrammatic representation of a separation process
IntroductionIntroductionPreparing human resources to do chemical analysis – the stumbling blocks
Non coherent ideas may lead to non-creative students & mediocre performing chemical analysts, at best.– Graphical representation and
interpretation of a chromatogram tR (min.)
IntroductionIntroductionPreparing human resources to do chemical analysis – the stumbling blocks
Ideas or beliefs can be tapped or predicted by probing their views about chemistry and science
IntroductionIntroductionResearch findings:
Researchers observed that students at all levels hold views about science that are at odds with the views that they are expected to develop in science courses.
students views may negatively affect achievements in these science courses, and minimize their strength in becoming reliable chemical analysts.
ObjectivesObjectives
Probe the perception about chemistry among Diploma in Industrial Chemistry students at Universiti Teknologi MARA (UiTM)
Correlate Chemistry VASS and the students’ academic achievements
MethodologyMethodologyUse Chemistry VASS (Views About Science Survey)
- Hestenes & Halloun (1996)Translated into Bahasa Melayu (2000)30 items, paper and pencil instrument – 13 Scientific Dimension
Structure, methodology, validity– 17 Cognitive Dimension
Learnability, reflective thinking, personal relevance
Methods:Methods:An example of the Scientific Dimension An example of the Scientific Dimension of the of the
Chemistry VASS items.Chemistry VASS items.
Pakar-pakar kimia menyatakan bahawa elektron-elektron
dan proton-proton ujud di dalam atom kerana:
(a) mereka pernah melihat zarah-zarah tersebut dalambentuknya yang sebenar dengan menggunakanperalatan-peralatan yang tertentu.
(b) mereka telah menjalankan pemerhatian-pemerhatianyang boleh menjelaskan mengenai zarah-zarahtersebut.
Methods:Methods:An example of the Cognitive Dimension An example of the Cognitive Dimension of the VASS of the VASS
items.items.
Apabila saya mempelajari kimia dengan menggunakan buku
teks atau daripada bahan-bahan kursus:
(a) Saya cari maklumat penting dan menghafalnyamengikut cara ianya ditunjukkan.
(b) saya susun bahan-bahannya mengikut cara sayasendiri supaya mudah saya fahami.
MethodologyMethodologyChoice of Contrasting Alternatives Design (CAD) for instrument
– each CAD item requires respondent to balance a primary view against a contrary view on an eight point scale
Data collected transformed to digital form and analyzed with digital Microsoft Excel and SPSS version 11
Methods:Methods:Example: Example: A contrasting Alternative Design in one of A contrasting Alternative Design in one of
the VASS items.the VASS items.Penyelesaian masalah kimia memerlukan saya:
(a) pernah melihat penyelesaian kepada masalah yang sama sebelum ini.
(b) boleh menggunakan teknik umum penyelesaian masalah.
87654321
Ke arah “Hanya (a)”
Ke arah “Hanya (b)”
Samarata(a) & (b)
Bukan(a) atau (b)
ResultsResults330 subjects
Categorized responses – Expert View, Mixed View and Folk View on each item of Chem VASS– Expert View: Response chosen by expert– Mixed View: Response in middle position – Folk View: Response opposite to expert options
ResultsResultsExample: Classification of students responses according to Expert, Mixed and Folk View on one of the item in Chemistry VASS
17.Setelah guru menyelesaikan sesuatu masalah yang mana penyelesaian saya adalah salah:
(a) saya buang penyelesaian saya dan saya belajar penyelesaian yangditunjukkan oleh guru
(b) saya cuba menentukan perbezaaan penyelesaian saya dan penyelesaian guru
Results and DiscussionResults and Discussion
Students’ views responses were further classified into 4 categories :
Expert Profile - EPHigh Transitional Profile - HTPLow Transitional Profile - LTP Folk Profile - FP
ResultsResults
10 items or less with expert views
FP4Folk
11 to 14 items with expert views
LTP3Low Transitional
15 to 18 expert viewsHTP2High Transitional
19 items or more of expert views
EP1Expert
# of items out of 30AbbrCodeProfile
ResultsResults
8.8%
32%
42%
17.3%
ResultsResults
ResultsResults
ConclusionConclusionSmall percentage of students have views similar to the expertsStudents with expert views are high achieversMore than 50% of the students are in the LTP & FPBulk of failures in the program comes from the LTP and FP.Sadly, senior students contribute to high percentage of LTP & FP.
AcknowledgementAcknowledgement
Bureau of Research and Consultancy, UiTM for research grantFaculty of Applied Sciences, UiTM for use of facilitiesSKAM 16 for accepting this paperAll of you for lending your ear and patience
Thank Youemail: email: [email protected]; [email protected];
[email protected]@salam.uitm.edu.myhttp://www.uitm.edu.my/faculties/fsg/drjj1.htmlhttp://www.uitm.edu.my/faculties/fsg/drjj1.html
Scientific DimensionScientific Dimension
Structure - Chemistry is a coherent body of knowledge about patterns in nature revealed by careful investigation
- rather than a loose collection of directly perceived factsMethodology – the methods of science/chemistry are systematic and generic
- rather than idiosyncratic and situation specificValidity – Scientific/chemistry knowledge is approximate, tentative, and refutable
- rather than exact, absolute and final
Cognitive DimensionCognitive DimensionLearnability – Chemistry is learnable by anyone willing to make the effort not just few talented peopleReflective thinking – concentrate more on systematic use of principles
- examine situation in many ways - look for discrepancies in one own’s knowledge - reconstruct new subject knowledge in one’s own way
Personal relevance – chemistry is relevant to everyone’s life; it is not of exclusive concern to scientist/chemist; chemistry should be studied more for personal benefit than for fulfilling curriculum requirements