Editorial Board (Issue 12 - 2017)
Nur Jahan Ahmad, PhD (January till September 2017)
Dominador Dizon Mangao (October till present)
Ng Khar Thoe, PhD
Miranda Yeoh Poh Khoon, PhD
Chua Kah Heng
Koay Cheng Yong, PhD
Corrienna Abdul Talib, PhD
Editorial Assistant: Ong Mei Yean
Tan Phei Ling & Loh Poh Ai
The Grade 10 Chemistry Integrated Curriculum for Secondary Schools requires students to learn the topic of Electrochemistry. One of the learning outcomes states that students are able to justify the fact that electrochemical industries improve the quality of life. In order for students to learn that green chemistry has been taking its role in the industries for sustainable energy development, sample in this study were assigned to explore into how has the technology in electrochemical industries evolved towards greener environment with lesser pollution. With emphasis on the 21st century learning, this paper aims to explore the concept of sustainable energy through chemistry curriculum teaching supported by blended learning platform. There were a total of nine groups with five students in each group. Students went through six phases in completing the task using the Edmodo platform under sub-theme Sustainable Energy for All (SE4ALL). The findings revealed that students gained more knowledge and exposure in terms of learning sustainable energy. They also gained knowledge about greener electrochemical industry. Through their guided-narrated reflection, students shared that they enjoyed learning using online platform which enabled them to exchange their opinion with wider group of people internationally. They had fun using the online learning platform. Hence, this study implies that 21st century learning integrating blended-mode activities and online learning platform provides plenty of opportunities for students to interact with others worldwide and also expose them to borderless learning not only in sustainable energy but other areas as well. It is thus suggested that future exploration could be carried out to other topics using the blended learning platforms.
Keywords: Blended learning platforms; Electrochemical industries; Sustainable energy; 21st century learning; Green chemistry
In this article, the author presents topics and methods for computer-aided mathematics activity or high school mathematics research. There is no standard method to cultivate mathematical creativity, but the author thinks that his method and the material in this article can be a standard way to train students how to be creative in mathematics. His method starts with some problems chosen for the students. The author teaches students a number of mathematical problems as open-ended topics. Students are expected to change these problems using the method suggested in this article, and present some new problems. Then students start to study these problems using computer algebra system Mathematica that is available online for free. It is often the case that students discover some new things in the output of the mathematics software. The author used this method many times during the last 20 years. The author’s students were able to discover new formulas and theorems through appropriate use of computers, digital tools and e-platforms. The author and students had published the results of the research in more than thirty refereed papers, and talked about their research in 11 countries. Moreover, some students were able to further their investigation to become computer programmers, engineers and other STEM related careers. In conclusion, the topics and methods used are appropriate and effective. The topics presented here remain effective for further high school mathematics research, and the author hope that teachers will attempt to use in their classroom.
Keywords: Mathematics activity; Creativity; High school mathematics research; Computer algebra system; Mathematica
Ch’ng Yeang Soon, Ling Jia Yi & Omar bin Abd Rashid
This study reports the school’s involvement in the development of the module for Sustainable Energy for All (SE4ALL) that aims to promote the interest of learners to involve in real-life issues related to conservation of energy. The module incorporates the promotion of 21st century learning skills supported by blended-mode platforms. Learners are able to evaluate the issues from the social and moral aspects. The learners in this study were involved in conducting survey with sharing of ideas in many other free forum platforms before they share their ideas in bigger social learning platforms like Edmodo. This module has made the students realised how to conserve energy at home and are aware of moral issues involved in the use of energy saving bulbs. The module incorporates learning through reflective journal writing as evaluation. As the result of following the guide from the module, the students have set up a team to survey the use of electricity in their school. A task force was set up by students to ensure that all lights and fans are switched off after a certain time. This module also creates awareness for the students to share what they have learned from each other and accept constructive comments from others. From the survey that they have conducted using Google Form, it seems that many families still use far too many air-conditioners at home and most of their homes are lit by either fluorescent tubes or the conventional filament bulbs. The analysis from their reflective essays revealed that they have gained much intellectually and more importantly the practice of universal values in their lives to be better global citizens.
Keywords: Collaborative efforts; Universal values; Conservation of Energy; Blended learning; Global citizens
Corrienna Abdul Talib, Marlina Ali, Rainer Zawadzki, Nazratul Saadah Baharuddin, Ng Khar Thoe & Hassan Aliyu
In learning chemistry, a teacher’s approach has an impact on student’s understanding of content and their motivation for learning. Many studies suggested integrating technology that includes video in teaching and learning may increase students’ understanding, attention and interest in exploring scientific ideas. It is a worldwide demand for integrating technology in science teaching. This paper presents an analysis of the types of educational video that were used in the field of chemistry education as well as identification of exemplars, the advantages and disadvantage of each educational video, particularly in the field of chemistry. This review was done by a meta-analysis or systematic reviews of 260 studies published in peer reviewed journals in the year 2003 to 2017, as well as indexed in the Educational Resources Information Centre (ERIC), Taylor and Francis, Science Direct, Journal of Computer Assisted learning and Springer. From the analysis, there are five types of videos that were widely used in chemistry classroom teaching such as demonstration video, instructional video, simulation video, tutorial video and video games. In one hand, several advantages are identified: first, the use of educational video is self-accessible; second, interesting; third, safety for students to conduct the hazardous experiment. On the other hand, several barriers are identified: first, using educational video should be aligned with educational standards; second, limited hours of school; third, accessibility at school. The implications of these findings are explored and suggestion for future research are raised.
Keywords: Chemistry education; Educational video-based learning; Exemplars; Challenges