Student's conceptual understanding of chemical change
Date of Award
Master of Education (M. Ed.)
Institute for Educational Development, Karachi
The Purpose of this study was to explore possibilities and challenges in facilitating student's conceptual understanding about chemical change, by using different teaching activities and strategies. The study was conducted in a government school in Karachi and the data was collected in 3 stages. Pre-intervention, intervention and post intervention stages. This study highlights the fact that practical work in science teaching needs a radical change. Science is frequently taught through an expository or teacher centered method so students do not understand scientific concepts well. Thus, all learning is done through rote. There is no opportunity to use practical work or creative activities. This inhibits students thinking and their development of scientific skills. Teachers are in general not aware of new strategies of science teaching. Study results show that teachers place a heavy emphasis on rote learning, with students passively following the procedure directed by the teacher. In this study when students were involved in practical work, there was a noticeable increase in student motivation, enthusiasm, and curiosity in student's attitude towards science learning. Students also felt that change had occurred in their learning environment. The teacher of focus class also observed that practical work is helpful for enhancing students understanding conceptually. It was also found that the introduction of certain process skills and discussion in science classroom provided a valuable opportunity for students to think and reflect upon their own science learning.
Syed, Q. (2003). Student's conceptual understanding of chemical change (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.