|M.Sc Student||Shini-Jaraisy Amal|
|Subject||The Effect of Technology-Eenhanced Learning Environment|
in Chemistry on Middle and High School Students`
|Department||Department of Education in Science and Technology||Supervisor||Professor Yehudit Dori|
|Full Thesis text|
Many studies indicate that chemistry students face difficulties in understanding and using scientific concepts while conducting class discussion or experiments in the laboratory. According to some researchers, this is a result of written and/or oral descriptions being insufficient for explaining, chemical concepts or problems comprehensively. Researchers suggest that by adding Technology-Enhanced Learning Environments (TELE) to the teaching and learning of science, teachers may increase the potential to overcome some of their students' difficulties. During the last two decades, computerized technologies and internet resources have been used increasingly for teaching and learning science in general, and in the context of teaching and learning chemistry in particular. This research aims to investigate the effect of Lnet as a specific TELE on the learning outcomes of middle and high school students. The research participants were about 250 students from 8th, 9th and 10th grades and belonged to the Jewish and Arab sectors from the northern part of Israel. The classes were divided into experimental and control groups based on the teachers' preference to teach in TELE setting. Research tools included chemistry understanding questionnaires and perceptions questionnaires.
We found that using Lnet as a specific TELE have enhanced the students’ conceptual and chemical understanding which includes chemical literacy and the ability to traverse across molecular representations. In addition, we found that only some participants had enhanced their declarative knowledge, as well as thinking skill perceptions. Nevertheless, we found a decrease concerning self-efficacy among the participants.
This research may advance the process of understanding how to improve teaching chemistry in middle school and high school and encourage students to choose chemistry as a major in 11th and 12th grades. The conclusion of this study can serve for informing chemistry educators how to improve the implementations of TELE in chemistry courses.