Kerangka pemikiran imaginasi saintifik pelajar pada aras submikroskopik
This study aims at addressing students’ conceptual understanding, imagination and scientific imagination thinking schematic development towards matter concept at a submicroscopic level. A qualitative study using descriptive design was implemented on 508 secondary school and teacher training institut...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2016
|
| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/78369/1/NurdianaAbdullahPFP2016.pdf http://eprints.utm.my/id/eprint/78369/ http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:97139 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | Universiti Teknologi Malaysia |
| Language: | English |
| Summary: | This study aims at addressing students’ conceptual understanding, imagination and scientific imagination thinking schematic development towards matter concept at a submicroscopic level. A qualitative study using descriptive design was implemented on 508 secondary school and teacher training institute students selected based on stratified purposive sampling for answering the Matter Concept Understanding Test Set at the Submicroscopic Level. From the total number of students, fifteen were selected based on criteria purposive sampling to conduct the process of guided imagery interview using Guided Imagery Interview Protocol Inventory. The data were analysed using grounded theory analysis strategy and triangulated to check the validity and reliability. The findings showed that the students’ matter concept understanding at the submicroscopic level was moderat and divided into scientific concept and alternative framework. Students’ imagination was also divided into scientific imagination and imagination with an alternative framework. The findings of this study also showed that the students’ scientific imagination thinking schematics consisted of ten processes namely entering the imagination world, attenuating in the imagination world, observing the imagination world, creating imagination characters, specifying the dynamic interaction among the imagination characters, assuming the imagination based on scientific concepts, predicting the subsequent imagination, making a relationship while having an imagination, making the imagination as a storyline, and modelling the imagination world. This study also suggests a Scientific Imagination Thinking Framework to help teachers and students to enhance their teaching and learning of chemistry to be more effective. |
|---|