The roles of teacher and students via blended problem-based learning: improving students’ mastery of three representation levels of Chemistry

Mokhzani Ibrahim

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Type :	article
Subject :	L Education (General)
Main Author :	Mokhzani Ibrahim
Additional Authors :	Khairul Azhar Jamaludin
Title :	The roles of teacher and students via blended problem-based learning: improving students’ mastery of three representation levels of Chemistry

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2019
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

The current practice in teaching Chemistry subject is found to be teacher-centered where teachersengage actively in transmitting knowledge while students act as passive recipientsof knowledge. This might affect students’ mastery in learning three representation levels of Chemistry (macroscopic, microscopic and symbolic). As a result, students tend to formanon-scientific understanding and develop an alternative concept. The shift to Blended Problem-based Learning (BPBL) is therefore potential to help overcome this problem. Thus, this study is aimed atinvestigatingthe roles of teacher and students in overcoming the formation of alternative conceptsfor three representation levels of Chemistry inBPBL. This study applies acase study research design. Two teachers and 20 students from two different Fully Residential Schools are selected using purposive sampling technique. Data arecollected through observationsand students’ documents, and analysed thematically. Overall, the findings of this study shows that teacher acts as mediator in giving immediate feedbacks and corrections on students’ alternative concept while students act as evaluator in analyzing and evaluating other group’s answers.As a conclusion, the implementation of BPBL is found beneficial to overcome the formation of alternative concept and thushelps to improvestudents’ mastery of three representation levels of Chemistry.

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