Conceptual Model of Learning to Improve Understanding of High School Chemistry
Faguele Suaalii, Madhumita Bhattacharya, Massey University, New Zealand
Journal of Interactive Learning Research Volume 18, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The results from our previous investigations support the literature in relation to the frustration that chemistry educationists have been through in the last two decades. Teaching and learning approaches have been developed; unfortunately the growth of misconceptions and learning difficulties became increasingly high. Students' prior expectations, existing schema and conceptions about the topics being taught and their understanding hinder their conceptual development in chemistry. In spite of the several attempts to reshape education systems and chemistry curriculum in order to promote understanding, students tend to ignore chemistry. The development of the model for learning reflects different learning theories as well as various approaches to learning such as student-centred, inquiry-based, collaborative, and contextual learning. Theories of learning play important roles in the design and development of Learning Environment that facilitates meaningful learning. However, educators tend to overlook the significance of the learning environment. In this article, the authors developed a model to emphasise the importance of the links: learning environment, learning process, and learning achievement, towards the design of meaningful learning environment.
Suaalii, F. & Bhattacharya, M. (2007). Conceptual Model of Learning to Improve Understanding of High School Chemistry. Journal of Interactive Learning Research, 18(1), 101-110. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)