LEARNING STRATEGIES IN CHEMISTRY

1
LEARNING STRATEGIES IN CHEMISTRY

• TO ACHIEVE ZERO FAILURE TARGET

2
ABSTRACT / SUMMARY

• In the Present study an attempt has been made to
  describe the various features of Individually
  Guided System of Instruction along with the uses
  of experimentation and visual strategies to
  achieve high scores in Chemistry of class XII
  especially for slow learners.

3
Continue.

• There are individual difference among children in
  terms of level of intelligence, level of
  understanding, attitudes, achievements etc.
  Therefore same type of instructional methods in
  class room may not suit to the class room
  situations. In this course of study . I have
  identified Six such students from class XII based
  on their class responses, interactions and test
  performance in the beginning of the academic
  year.

4
Continue.

• To cater to the needs of individual differences
  and the abilities I have adopted the following
  instructional procedure daily after the school
  hours.
• The core topics and lessons in each unit of class
  XII chemistry were classified into the following
  types
• Simple Self Learning Modules which can be learnt
  through individualized instruction
• Learning concepts through experimentation
• Learning concepts through visual Pictures

5
GENESIS

• The National Policy on Education has emphasized
  the need for qualitative improvement of School
  Education, particularly in the areas of Science
  Education need to help the under Achievers.
• Chemistry The Discipline of science, at higher
  secondary stage poses the greatest challenge to
  the teacher and the learner in achieving zero
  failure target. The students who are weak in
  chemistry do not allow the Vidyalayas to achieve
  the goal. Therefore it is imperative to plan
  strategies for improving the conceptual
  competencies in Chemistry among the slow
  learners. To achieve this goal the teacher can
  adopt an innovate methods of teaching.

6
INTRODUCTION

• Learning is a life long process. To a child
  learning means an experience what he perceives
  through different senses. Simple Language plays a
  dominant role in making a child learn a concept.
• As far as chemistry teaching is concerned
  learning is interlocked with reading and writing.
  The reactions what he/she reads must write then
  only learning will be completed. This is the
  secret of success in learning chemistry.

7
Individually guided instruction or programmed
instruction

• The New Education Policy-86 envisages a drift
  from the traditional lecture method to an
  approach that has a focus on learner.
• It has now been realized that teaching is not
  telling, memorizing is not learning, and
  reproducing something in the examination is not
  an evidence of understanding.
• The teaching should stress on developing habit of
  study throughout the life of a person. What is
  needed is to inculcate the spirit of inquiry in
  the students.

8
Continue.

• The word teaching is broad, vague ill-defined
  term. The word instruction is a purposeful,
  orderly controlled sequencing of experiences to
  reach a specified goal. All instruction involves
  teaching but all teaching cannot become
  instruction. Programmed instruction is a sub-head
  under instruction and represents a more rigorous
  attempt to develop a mastery over specified goals
  to secure insured learning.
• Programmed instruction is a technique of
  self-instruction. It is a new path towards
  individualized instruction.

9
(No Transcript)
10
SAMPLE METHODOLOGY

• SAMPLE
• Low achievers in Chemistry class XII of Kendirya
  Vidyalaya Hebbal, Bangalore were selected for the
  study from the beginning of the academic year
  2007 April.
• METHODOLOGY
• Pre test on basic concepts from all units of XII
  chemistry.
• Identification of experimental group (Slow
  Learners)
• Selection of concepts to be taught from each
  lesson.
• methodology adopted to create interest to learn
  the concepts.
• Individually Guided Instruction strategies
• Demonstration cum Experimentation
• Visual Strategies.
• Interactive method
• Post test

11
Instructional Procedure

• In this method I have prepared highly structural
  self learning material for all the lessons in
  Class XIIth . Each lesson has a set of learning
  out comes specified in a different measurable
  ways. The Student himself or herself go through
  the lesson to consolidate it. In case the student
  is unable to understand any part of the unit
  he/she is tutored individually by teacher. As and
  when the student thinks he has consolidated then,
  he/ she asses the test on the unit. He is
  Promoted to the next unit if he/she masters over
  the unit. If otherwise he repeats the unit and
  undergoes remedial Instruction by the teacher
  till he/she is able to learn the concepts in the
  unit

12
Instructional Procedure
13
Simple self learning modules in chemistry XII

• The solid State
• Amorphous and crystalline solids
• F- centers
• Explanation of schottky and Frenkel Defects
  with examples.
• n-type and p-type semi conductors
• Ferri and para magnetism
• Numerical on density calculations
• D (z x m) / (a3 x No )

• Solutions
• Raoults law and its deviation
• Colligative properties
• Vant Hoff s factor
• Numerical on colligative properties

14

• Chemical kinetics
• Factors affecting the rate of a reaction.
• Zero first order reaction and their rate
  constant units .
• Numerical on first order reaction
• Pseudo unimolecular reactions
• Activation energy and its related numerical

• Surface Chemistry
• Physiosorption chemisorption.
• Multimolecular, macro molecular and associated
  colloids.
• Activity, selectivity and shape selective
  catalysis
• Hardy-Schulze rule.
• Catalysis and its types.

15

• P-block elements
• 1. Show that H3Po3 is a diprotic acid.
• 2. Shape of Pcl5 .
• 3. Inert Nature of N2 Molecule.
• 4. NH3 has high B.P. than PH3
• H2O is a liquid where as H2S is a gas at room
  temperature.
• Inter halogen compounds and their reactivity.
• Oxidising behaviour of fluorine
• Acidity of Hydrides of 15,16,17 group elements.

• General principles of isolation of elements
• Ellinghum diagram criterion for selection of
  reducing agent
• Zone refining
• Depressant and its importance.
• Calcination and Roasting
• Chemistry an action
• Drug targets
• Antibiotics and Analgesics.
• Artificial sweatners.
• Tranquilizers.
• Soaps and detergents

16

• D-block elements
• Properties of d block elements.
• Preparation of K2Cr2O7 and KmnO4.
• Lanthanoid contraction and its effects.
• Co-ordinations Complexes.
• Isomerism in complexes.
• IUPAC names.
• Hybridisation in complexes.
• Splitting in complexes.

• Haloalkanes Arenes
• 1. SN1 SN2
• Nuclephillic mechanisms.
• 2. Retention and Inversion.
• 3. Sandmayers reaction.
• 4. Reactivity of Alkyl and Aryl halides.
• Alcohols phenols and ethers
• Williamsons synthesis
• Kolbes reaction
• Reimer - Tiemann reaction
• Acidity of Phenols
• Friedel crafts reaction

17

• Aldehydes ketones and carboxylic acids.
• Reactivity of Aldehydes ketones
• Distinction tests
• Aldol cannizzaros reactions
• Cleamenson wolffkishner reductions.
• Amines
• Bascity of amines in aqueous and gaseous states.
• Comparison of Bascity with NH3 acid substituted
  amines.
• Gabriel pthalimide reaction
• Diazonium salt reactions - conversions.

• Bio molecules
• Classification of carbohydrates - examples
• Structure of Glucose, Reactions with 1. HI 2.
  HNO3 3) Bromine water
• Structure of Protein.
• Differences betweens DNA RNA
• Vitamins and their classification.
• Polymers
• Monomers is various polymers
• Additional and condensation polymers.
• Classifications based on molecular forces

18
EXPERIMENTATION

• Each and every lesson in chemistry in class XII
  developed to achieve a specific concept or
  objective. If you teach a concept through
  experimentation children will never forget and
  retains the memory for a long time
• For example, in Organic Chemistry distinction
  between Aldehydes and Ketones if you teach in a
  normal conventional method children may not
  remember for a long time. But if you teach with
  experimentation method like silver mirror test,
  Fehling solution test they will never forget if
  you involve them to perform the experiment, or
  learning by doing retains the memory for a long
  time. Like this I have prepared conceptual
  learning program through experimentation for all
  the possible chapters in class XII chemistry.

19
Conceptual LearningProgramme through
experimentation
20
Conceptual LearningProgramme through
experimentation
21
Conceptual LearningProgramme through
experimentation
22
Conceptual LearningProgramme through
experimentation
23
Visual Strategy

• Pictures make scientific fact and figures clear
  and interesting. They serve the learning purpose
  and motivate the learners. Picture bring clarity
  of thought and self explanatory and will help to
  retain in the memory. For example

24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
DESIGN / EXECUTION

• Slow learners were identified in the beginning of
  the academic year and they were exposed to the
  following types of situations.
• Conventional method during normal school hours.
• Individually Guided System of Instruction.
• Experimentation method.
• Visual Techniques every alternate day after the
  school hours.

30
Continue.

• When they exposed to normal conventional method
  of teaching, there is no much improvement in
  scores. This was confirmed by the performance in
  Pre test. When they were exposed and trained
  through Individually Guided System of
  Instruction, Experimentation method and Visual
  techniques there was tremendous improvement in
  scores which was confirmed by post test scores,
  Pie charts and Bar charts. (Charts Enclosed)

31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
Evaluation Tools Analysis

• Three unit test were conducted in the months
  July, September and November respectively.
• All the 12 chapters were divided into three
  units, each unit with four chapters carrying 50
  mark each.
• Keeping in view the learner standard Question
  paper was made.
• In addition to the above test one post test was
  conducted for 100 marks at the end of term in the
  month of December for whole syllabus

35
Follow-up Action

• After every test weak areas of each learner was
  identified and remedial measures were taken for
  improvement

36
FINDINGS/CONCLUSION

• Considerable improvement in learning chemistry
  concepts has taken place due to experimentation
  and individualized instruction.
• The performance of slow learners has increased
  appreciably due to learning by doing at the pace
  of the students.
• Practical and visual appeal make the child learn
  chemistry in an interesting and joyful manner and
  is no more a subject of fear.
• This innovative method is possible to implement
  in class rooms for individuals or for learning
  group up to Secondary classes.

37
FINDINGS/CONCLUSION

• This innovative practice explained above requires
  a planning before execution. In a long run this
  would help children show interest in reading more
  scientific journals discovery of their interest.
  By this method the percentage of low achievers
  was totally reduced, in our Vidyalaya. If the
  same practice is applied in all other
  vidyalayas, I am sure there will be no low
  achievers in future

38

• Truth is ever to be found in the simplicity,
  not in the multiplicity and confusion of things
  Newton

39
REFERENCES / BIBLIOGRAPHY

• Brahm Prakash Individualised system of
  instruction NCERT
• Mathur R.N. (1981) Individualised system of
  instruction CENBOSEC 15
• Bhatia and Bhatia a text book of educational
  psychology Doaba House New Delhi 2001
• S. Dandapani Advanced educational pshchology
  Anmol publishcation Pvt. Ltd. New Delhi
• Class XII Chemistry NCERT Text Book

40
Thank You