Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15511
Title: 
Effects of using particulate model as a teaching strategy on the learning of writing chemical formulae and balancing chemical equations
Authors: 
Issue Date: 
Nov-2003
Citation: 
Lee, C. E., & Lee, L. K. W. (2003). Effects of using particulate model as a teaching strategy on the learning of writing chemical formulae and balancing chemical equations. In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 488-497). Singapore: Educational Research Association of Singapore.
Abstract: 
This study investigates the effects of an innovative teaching strategy, namely Particle Teaching
Strategy, which incorporates both the microscopic and symbolic levels of chemistry during
instruction, on the students’ chemical knowledge, conceptual understanding and problem solving
performance. The topic for the study is writing chemical formulae and balancing chemical
equations. A total of 74 secondary three students from two intact classes in a government boys’
school were involved in this study. One of the two classes was taught using the Particle Teaching
Strategy (treatment group), while the other class was taught using the traditional teaching method
(control group). Three test instruments, namely Chemical Knowledge Test, Conceptual
Understanding Test and Problem Solving Test, were designed and administered as pre-tests to the
students before teaching the topic and as post-tests after the students were taught the topic. The
results of the study and its implications for teaching chemistry will be discussed.
Description: 
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
URI: 
Appears in Collections:Conference Papers

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