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Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning

In science education, it is believed that students should understand the qualitative principles that govern the subject including the cause-effect relationships in processes before they are immersed in complex problem solving. Traditional educational programs for teaching organic chemistry do not us...

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Main Authors: Tang, A., Zain, S., Abdullah, R.
Format: Article
Language:English
Published: 2010
Subjects:
T Technology (General)
Online Access:http://eprints.um.edu.my/5123/1/Development_and_Evaluation_of_a_chemistry_Educational_Software_for_Learning_Organic_Reactions_Using_Qualitative_Reasoning.pdf
http://eprints.um.edu.my/5123/
http://www.naun.org/multimedia/NAUN/educationinformation/19-066.pdf
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spelling my.um.eprints.51232013-03-18T02:07:52Z http://eprints.um.edu.my/5123/ Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning Tang, A. Zain, S. Abdullah, R. T Technology (General) In science education, it is believed that students should understand the qualitative principles that govern the subject including the cause-effect relationships in processes before they are immersed in complex problem solving. Traditional educational programs for teaching organic chemistry do not usually explain or justify an observed chemical phenomenon. These programs do not explain simply because the results are obtained through chaining the rules or by searching the reaction routes that have been pre-coded in software. This paper discusses the development techniques, simulation results, and student evaluation of a software tool that aimed to help chemistry students learn organic processes through the study of causal theories in a chemical system. Mastering the causal theories of physical phenomena can help students in answering fundamental questions in science education. The simulation technique used is qualitative reasoning that emphasizes the importance of conceptual knowledge and causal theories in education, particularly concerning predicting and reasoning about system behaviour. The results from a preliminary evaluation showed that the tool is effective in terms of its ability to promote students' understanding of organic reactions through the inspection of the explanations generated by the software, where students are seen as the recipients of knowledge delivered via the "explanation" pedagogy. 2010 Article PeerReviewed application/pdf en http://eprints.um.edu.my/5123/1/Development_and_Evaluation_of_a_chemistry_Educational_Software_for_Learning_Organic_Reactions_Using_Qualitative_Reasoning.pdf Tang, A. and Zain, S. and Abdullah, R. (2010) Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning. International Journal of Education and Information Technologies, 4 (3). pp. 129-138. http://www.naun.org/multimedia/NAUN/educationinformation/19-066.pdf
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
language English
topic T Technology (General)
spellingShingle T Technology (General)
Tang, A.
Zain, S.
Abdullah, R.
Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
description In science education, it is believed that students should understand the qualitative principles that govern the subject including the cause-effect relationships in processes before they are immersed in complex problem solving. Traditional educational programs for teaching organic chemistry do not usually explain or justify an observed chemical phenomenon. These programs do not explain simply because the results are obtained through chaining the rules or by searching the reaction routes that have been pre-coded in software. This paper discusses the development techniques, simulation results, and student evaluation of a software tool that aimed to help chemistry students learn organic processes through the study of causal theories in a chemical system. Mastering the causal theories of physical phenomena can help students in answering fundamental questions in science education. The simulation technique used is qualitative reasoning that emphasizes the importance of conceptual knowledge and causal theories in education, particularly concerning predicting and reasoning about system behaviour. The results from a preliminary evaluation showed that the tool is effective in terms of its ability to promote students' understanding of organic reactions through the inspection of the explanations generated by the software, where students are seen as the recipients of knowledge delivered via the "explanation" pedagogy.
format Article
author Tang, A.
Zain, S.
Abdullah, R.
author_facet Tang, A.
Zain, S.
Abdullah, R.
author_sort Tang, A.
title Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
title_short Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
title_full Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
title_fullStr Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
title_full_unstemmed Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
title_sort development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning
publishDate 2010
url http://eprints.um.edu.my/5123/1/Development_and_Evaluation_of_a_chemistry_Educational_Software_for_Learning_Organic_Reactions_Using_Qualitative_Reasoning.pdf
http://eprints.um.edu.my/5123/
http://www.naun.org/multimedia/NAUN/educationinformation/19-066.pdf
_version_ 1643687492177625088
score 13.211869

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