MODEL OF EDUCATIONAL RECONSTRUCTION TO ENHANCE MODELING SKILLS, DOMAIN-SPECIFIC CRITICAL THINKING SKILLS, AND VIEW OF NOST ON SOLID STATE CHEMISTRY

Solid State Chemistry (SSC) learning focuses on structure, properties, and application of solid material. It allows students to make connections between science, human daily life, and advance technology. However, abstract concepts in SSC make students difficult to understand it. The difficulty may cause misconception. They lack of students' ability to visualize structure of solid may be the main difficulty in studying SSC. Applying model and modeling activities in SSC learning may help student in visualizing structure of solid. Integrating domain-specific critical thinking (DS-CT) skills in SSC learning process may promote students’ conceptual understanding into scientific conception. A learning sequence was designed based on model of educational reconstruction (MER) to enhance all domain needed by students on SSC learning. The purpose of this study was to examine the use of MER to developing students’ conceptual knowledge (CK), modeling skills (MS), DS-CT skills, and NOST aspects. Mixed methods design with one group pre-test and post-test embedded experimental design was used in this study. Twenty four structured essay (SE) of CK, 22 SE of DS-CT skills, 5 SE of MS, and 9 questions of NOST aspects were developed to measure 33 pre-service chemistry teachers. Students’ CK, MS, DS-CT skills, and view of NOST before and after their engagement with the activities were analyzed. Paired sample t-tests were employed and results showed significant differences in the overall domain knowledge, sub-MS and DS-CT skills (p < .001). Students’ view of NOST aspects were improved from majority in naive (N) into real (R) category. Positive correlations among CK, DS-CT skills and MS (R = .82 and p <.001) showed that good DS-CT skills (explanations, inference, interpretation, and analysis skills) and MS (making a good structure, using model to explain, and using model to predict) help students to understand the concept well. Constant contribution of DS-CT skills and modeling skills on CK are 67.5%. This study provided insights into effective instructional designs for Chemistry educators in developing students’ CK, MS, DS-CT, and view of NOST aspects. It found that metallic crystal, analysis skill, and sub-modeling 3 (using model to predict) have the lowest n-gain. For further researches, it is recommended to embed deeper analysis of the students’ conception in body of knowledge in order to make them easier to predict, able to manipulate and create many chemical structures.-- Fokus pembelajaran SSC adalah menghubungkan struktur, sifat dan aplikasi material zat padat. Hal itu memungkinkan mahasiswa menghubungkan antara konten sains yang dipelajari dengan kehidupan sehari-hari dan teknologi terkini. Hanya saja konsep-konsep abstrak yang terdapat dalam SSC membuat mahasiswa kesulitan bahkan miskonsepsi dalam mempelajarinya. Kesulitan mahasiswa memvisualisasikan struktur zat padat menjadi kesulitan utama mempelajari SSC. Mengaplikasikan model dan pemodelan dalam proses pembelajaran SSC membantu mahasiswa memvisualisasikan struktur dengan baik. Mengntegrasikan domain-khusus CT (DS-CT) pada pembelajaran SSC dapat meningkatkan pemahaman yang mendalam mengenai suatu konsep. Tahapan pembelajaran SSC kemudian didesain berdasarkan kerangka model of educational reconstruction (MER) untuk meningkatkan kemampuan-kemampuan yang diperlukan dalam pembelajaran SSC. Oleh sebab itu tujuan penelitian ini untuk menguji penggunaan MER dalam mengembangkan pengetahuan konsep (CK), kemampuan pemodelan (MS), kemampuan DS-CT dan padangan mahasiswa mengenai aspek NOST. Desain mixed method dengan setting one group pre-test and post-test embedded experimental digunakan dalam penelitian ini. Dua puluh empat butir soal essay terstruktur (SE) terkait CK, 22 SE terkait DS-CT, 15 SE terkait MS, serta 9 pertanyaan tentang NOST dikembangkan untuk mengukur CK, MS, DS-CT dan aspek NOST 33 mahasiswa calon guru. Kemampuan-kemampuan tersebut sebelum dan sesudah terlibat dalam intervensi dianalisis menggunakan paired sample t-test. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan pada seluruh domain pengetahuan, sub-MS, dan DS-CT (p < 0.001). Persepsi siswa meningkat dari sebelum pembelajaran ada di kategori naive (N) menjadi real (R). Hubungan positif antara CK dan MS serta DS-CT (R = 0.82 and p < 0.001) menunjukkan bahwa kemampuan DS-CT (kemampuan mengeksplanasi, menginferensi, menginterpretasi dan menganalisis) dan MS (membuat model struktur, menggunakan model struktur untuk menjelaskan sifat, serta menggunakan model struktur untuk memprediksi) yang baik membantu mahasiswa memahami konsep dengan baik. Konttribusi konstan dari DS-CT dan MS sebesar 67.5%. Hasil penelitian ini memberi pemikiran yang mendalam untuk pendidik kimia mengenai efektivitas desain pembelajaran berbasis MER dalam mengembangkan CK, MS, DS-CT, serta aspek NOST mahasiswa. Ditemukan bahwa topik kristal logam, kemampuan menganalisis, dan sub-MS 3 (menggunakan model untuk memprediksi) perolehan n-gainnya ada di kategori rendah, maka disarankan untuk menanamkan analisis yang mendalam mengenai konsepsi mahasiswa dalam suatu body of knowledge sehingga mereka mampu memprediksi, memanipulasi, serta membuat struktur kimia dengan mudah

Exploring Student Engagement with a Nanotechnology Module for Middle School Developed Using the Model of Educational Reconstruction

Nanoscience and Nanotechnology (NST) is a booming multi-disciplinary field, with significant implications towards scientific and technological innovation. The growing reach of NST has created a demand for a skilled and scientifically literate workforce. However, NST is typically inaccessible outside of specialized contexts. Therefore, there is a need for bringing NST into the K-12 classroom. In this study, we explored the use of technology-based NST modules to introduce middle and high school students to the field, wherein students unpacked an NST tool, the atomic force microscope (AFM), to learn about basic NST-related science concepts. The module created for this study was developed drawing from constructionist frameworks and the model of educational reconstruction (MER). MER is a cyclical process that requires educators to consider existing scientific content structures, student knowledge and ideas about a topic, as well as teacher perspectives when designing a meaningful learning experience that attends to student and teacher needs. MER can also have positive impact on teachers’ pedagogical content knowledge (PCK) about a subject, bridging the gap between scientific content and facilitation. We have designed, revised, and implemented an NST module for grade 8 over the course of two years. Student survey responses, classroom videos, individual and group student work, and teacher interviews were analyzed for recurring themes and significant changes between module implementations. Our results suggested that the process of constructing and reconstructing an NST learning experience made for meaningful modules, with students demonstrating increased understanding of the AFM and increased interest in science, technology, engineering, mathematics (STEM) as a whole after engagement with the module content. Interviews with the collaborating teacher suggest that being involved in the module development process may have impacted her PCK about NST. Based on our results, we can use of a technological tool to introduce students to a novel discipline. We also suggest the use of MER for NST module development

Die Vielfalt der Wege zu technischer Bildung

Im Mittelpunkt der Tagung stand der Umgang mit den besonderen aktuellen Herausforderungen in den Ingenieurwissenschaften. Der Tagungsband umfasst, neben dem Thema Durchlässigkeit zwischen beruflicher und akademischer Bildung, auch Beiträge z. B. zu Wissensstrukturen, zu Innovationen in der Ingenieurdidaktik, zu ethischen Aspekten in der Ingenieurwissenschaften und zu digitalen Medien in der Lehre. Gemeinsam beleuchten diese Beiträge die Vielfalt der Wege zu technischer Bildung.The conference focused the current challenges in the engineering sciences ans education. In addition to the issue of vocational and academic education, the conference paper also includes contributions, e.g. to knowledge structures, to innovations in engineering didactics, to ethical aspects in engineering sciences and to digital media in teaching. Together these contributions highlights the diversity of the ways to technical education