Chemical bonding is considered a key subject that forms the basis for under- standing many phenomena in chemistry. It is a highly abstract concept that is generally difficult for students to visualize,7 and it is usually taught with minor connections to applied chemistry. Thus, four web-based activities pertaining the subject of chemical bonding as taught in 10th grade, were developed within the framework of our website, and researched to assess their educational effectiveness. We also investigated students’ perceptions of the classroom learning environment, their attitudes regarding the relevance that learning chemistry has in everyday life, and their interest in chemistry studies.8
The activities dealt with the following curricular sub-topics: (1) the atom—
models of the atomic structure; (2) metals; (3) ionic substances; and (4) molecular substances. each of these activities (except for models of atomic structure) consisted of four sections, each concerning a different aspect of content: (a) the microscopic structure of substances, (b) the phys- ical properties of substances, (c) the relationship between the structure of the substance and its properties (macro–micro relationships), and (d) the relevance of the substance in the real world. The activities were based on tasks that the students had to perform in pairs (cooperative learning involv- ing speech and negotiation), building on previous knowledge (constructiv- ist approach involving associative connection and integration between new input and long-term memory of content), demanding the operation of sev- eral visualization tools and varied molecular models (active learning involv- ing trial-and-error, learning-by-doing), accompanied with enrichment tasks connected to the uses and applications of the substances (promoting inter- est by realizing chemistry’s significance in real-world scenarios).
This study was conducted during two academic years (2003–2004 and 2004–2005) and two groups participated in it: an experimental and a com- parison group. The two groups had similar student–teacher profiles and followed the same syllabus. In both groups, the teachers first explained the
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topics in class using their own traditional tools such as static molecular mod- els and pictures. The difference between the groups resided in the closing activity: while the comparison group students performed a traditional task, the experimental group students were exposed to the website and engaged in the above-mentioned web-based activities in pairs while the teacher assisted them. Overall, both groups dedicated the same amount of time to study the subject.
Data analysis in the study involved both quantitative and qualitative meth- odologies. The quantitative tools were administered to both groups regarding scores achieved in each curricular sub-topic. These tools included an achieve- ment pre-test, to examine the students’ previous chemistry knowledge, and an achievement post-test that assessed their knowledge and understanding of the concept of chemical bonding, together with the perceived relevance of chemistry. Qualitative data were gathered from interviews with students and teachers, and observations in the classrooms.9
Quantitative data analysis revealed no initial significant differences between the groups in achievement pre-test (Table 11.2). however, in the achievement post-test the experimental group outperformed the comparison group significantly (Table 11.3 and Table 11.4).
as shown in Table 11.4 the mean scores on the sub-topics examined in the post-test for the experimental group were significantly higher than those of the comparison group, including the perceived relevance of the subject.
These results were supported by the insights from the qualitative analysis of the interviews with students and teachers, as well as students’ feedback questionnaires and spontaneous comments collected from the experimental group during classroom observations. These gave us a deeper understanding of the advantages of this web-based learning approach.
Table 11.2 achievement pre-test results.a experimental group Comparison group
t value and significance level
N = 161 N = 93
Mean (S.D.) Mean (S.D.)
73.30 (19.52) 72.15 (19.00) 0.45
n.S.
a n.S.: non-significant.
Table 11.3 achievement post-test results.
experimental group Comparison group
t value and significance level
N = 145 N = 88
Mean (S.D.) Mean (S.D.)
76.11 (17.00) 63.41 (16.24) 5.7***
***p ≤ 0.001.
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133 Integrating Web-based Learning
analysis of the interviews9 conducted with teachers and students in the experimental group revealed the influence that integrating the web-based activities had on learning and understanding chemical bonding and its context. From these interviews four key factors appeared as having a pos- itive contribution to the learning process: (1) identification of students’
difficulties regarding chemical bonding, since while dealing with the activ- ities cognitive conflicts came up that would otherwise remain un-noticed;
(2) implementation of a constructivist, active learning approach that enhanced the learning experience; (3) visualization of abstract content by employing computer-based visual models and animations that lead to greater understanding; and (4) association between the chemistry concepts learned in class and their application in daily life and industrial scenarios, thus increasing students’ awareness about the relevance of chemistry and its importance to the individual and the society. Table 11.5 includes some quotes from the interviews exemplifying these key factors.
Teachers in the comparison group reported in the interviews to have taught all the required content in a highly organized manner, using various static models like graphic depictions and ball-and-stick models, in alignment with the “traditional”, teacher-centred format of instruction where the teacher is accountable for the instruction process.
One should not overlook that the development of the website and the web-based activities occurred when ICT was in its infancy in Israel. Its imple- mentation in class required adapting to a new learning environment, to new modes of teaching and learning, and to the employment of digital skills not yet developed by teachers nor students. The importance of this study is reflected in the implications that can be drawn from its findings regard- ing the effectiveness of such a learning environment and its assimilation in chemistry classrooms. First, the use of web-based visualization tools, includ- ing dynamic models instead of static models, assists students’ understand- ing of chemical bonding and helps them understand the transition between macroscopic and microscopic aspects of content. These tools can also help identify students’ misconceptions. In addition, learning by the web-based Table 11.4 anOVa results for student achievement post-test.
Sub-tests
experimental group Comparison group
F value and significance level
N = 145 N = 88
Mean (S.D.) Mean (S.D.)
atomic structure 78.68 (29.41) 60.54 (35.20) 17.81***
Metals 74.33 (21.28) 61.35 (20.70) 20.63***
Ionic compounds 76.70 (16.88) 64.45 (17.79) 27.53***
Molecular compounds 71.90 (19.51) 58.31 (19.04) 26.86***
relevance (applications/
uses in everyday life) 74.93 (23.80) 57.28 (22.71) 30.59***
***p ≤ 0.001.
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constructivist approach can lead to meaningful learning. active, cooperative learning is required when students work in pairs to solve the tasks at their own pace, directing their questions to one another and to the teacher as they arise. In this aspect, the web-based activities significantly contribute to the teacher’s explanations in class, providing scaffolding to support the learn- ing process. Moreover, implementation of the web-based activities can cause teachers to reflect on their instruction strategies and on how to improve them. Teachers reported being satisfied with the activities since they allowed them to be more aware of students’ difficulties, and that the web-based visual tools and interactive simulations helped them to demonstrate abstract phe- nomena to their students.8 lastly, the web-based learning environment can be suitable to connect chemistry content as taught in class with the world as Table 11.5 excerpts from the interviews of students and teachers in the experi-
mental group.
Factor Students’ quotes Teachers’ quotes
Identification of stu-
dents’ difficulties The models and animations are a visual way of demon- strating the subject matter, it is better when you see it, sometimes it is difficult to understand it only from the teacher’s explanation.
I observed that they did not understand well the contents that were taught in class.
Implementation of a constructivist, active learning approach
It’s a matter of adding one thing to another, and in the end, everything adds up. It is better understood when you must formulate an answer rather than just listening in the classroom.
While engaging in the Web- based activity, they ask questions, and they need me… in the classroom I am the one who usually asks the questions; it is a major difference…
Visualization of
abstract content You really do not understand how the ions and electrons really move and what really happens… Then you see it in animation, so you under- stand it more.
When students see the micro and the structures in three dimensions and the elec- tron cloud on the computer, they see that the models of molecular compounds have volume, that there is motion… and how one atom is arranged opposite another atom, and they see the con- nection between them. I think that this contributes greatly to learning concepts in chemical bonding.
association between classroom chem- istry and real- world scenarios
It’s important to note everyday life in chemistry, because it’s things you see in everyday life, and you do not know it’s like that.
In the web-based activities, they were more exposed to the relevance of chemistry, in the book almost not.
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135 Integrating Web-based Learning
perceived by students. Students reported8 being satisfied with the web-based activities and the website, they enjoyed the process of learning chemistry and showed significantly higher awareness to the relevance of chemistry to daily life than the comparison group. These results are in line with other findings9 that emphasize the contribution of technology-based chemistry representa- tions that help to successfully promote visualization of content at the macro- scopic, microscopic, and symbolic levels through constructivist knowledge integration.