Using Art-Based Chemistry Activities To Improve Students' Conceptual

Aug 19, 2011 - learning.5 Art is also used to enrich teaching in other curriculum areas.6 ... high school, and universities.13 For example, the works ...
0 downloads 0 Views 777KB Size
Download PDF
ARTICLE pubs.acs.org/jchemeduc

Using Art-Based Chemistry Activities To Improve Students’ Conceptual Understanding in Chemistry Dennis L. Danipog* and Marlene B. Ferido National Institute for Science and Mathematics Education Development, University of the Philippines, Diliman, Quezon City 1101, Philippines

bS Supporting Information ABSTRACT: This study aimed to determine the effects of art-based chemistry activities (ABCA) on high school students’ conceptual understanding in chemistry. The study used the pretest posttest control group design. A total of 64 third-year high school students from two different chemistry classes participated in the study. One class was exposed to art-based chemistry activities (ABCA), while the other group was taught using non-art-based activities (NABA). Research data were obtained through the chemistry concept understanding test (CCUT), an instrument specifically developed for this study. Data analyses revealed a significant difference between the mean posttest scores in the CCUT of both groups, with the mean posttest scores of the ABCA group higher than the mean posttest scores of the NABA group. Moreover, ABCA students showed best understanding of the concepts in 63% (5 of 8) of the modified multiple-choice items of the CCUT. The positive effect of the intervention on the concept understanding of students in chemistry stemmed from the creation and display of chemistry artwork by the ABCA group in the activities. The opportunities for the ABCA group communicating their knowledge of chemistry through their creation of a chemistry artwork contributed to their concept understanding in chemistry. The art-based chemistry activities positively affected students’ conceptual understanding in chemistry. KEYWORDS: Graduate Education/Research, High School/Introductory Chemistry, Chemical Education Research, Curriculum, Collaborative/Cooperative Learning, Hands-On Learning/Manipulatives, Inquiry-Based/Discovery Learning, Problem Solving/ Decision Making, Precipitation/Solubility, Solutions/Solvents

associated with the words or phrases “imagination”, “critical judgment”, and “aesthetic sensibility”. These words or phrases denote the characteristics that are useful in doing good science. According to Moore,8 students can develop a more complete understanding of science if it is taught artistically, imaginatively, objectively, and precisely in order to capture their imaginations, emotions, and best efforts. With this in mind, the researchers aimed to develop art-based activities in high school chemistry. This study was conducted in the hope that the use of these activities would help improve students’ conceptual understanding in chemistry.

C

hemistry has often been considered as one of the more difficult subjects for high school students. In fact, some students define chemistry as a branch of science that deals with confusion and difficulty and a subject ready to be dropped or to be taken again next semester.1 Thus, some students have already closed their minds to the beautiful and fascinating world chemistry has to offer them. Moreover, many students seem to find no meaning in the language of chemistry, usually because they do not realize its importance to other areas of study as well as in their daily lives.2 As a result, many students find chemistry a boring subject. Despite scientific and technological growth in the past two decades, overall interest in studying chemistry appears to have decreased.3 To counter this, chemistry teachers are continually looking for teaching methods that motivate students. The search for better teaching strategies in chemistry education is a worldwide concern. According to Chastrette and Rao,4 a general trend in developing as well as in developed countries is making chemistry courses relevant to the needs of the citizen and the country. Students become more enthusiastic about learning chemistry when they are aware of its importance to their own goals and interests.2 Consequently, they can easily develop an understanding of fundamental concepts of chemistry. One way to achieve the latter is the use of art in teaching chemistry. In the Philippines, art has always been a part of the schools’ basic education curriculum because it is considered to foster learning.5 Art is also used to enrich teaching in other curriculum areas.6 Young7 pointed out that both science and art can be Copyright r 2011 American Chemical Society and Division of Chemical Education, Inc.

’ INTERDISCIPLINARY APPROACHES TO TEACHING CHEMISTRY AND ART Art can be a part of the sciences as well as vice versa. In fact, courses that integrate art and science instruction are an increasingly popular approach in university campuses, where these courses have been developed in fields such as chemistry, geology, biology, and mathematics.9 12 The chemical education community has long recognized that the technical examination of artwork is a valuable tool for teaching science to students in primary school, middle school, high school, and universities.13 For example, the works of art Published: August 19, 2011 1610

dx.doi.org/10.1021/ed100009a | J. Chem. Educ. 2011, 88, 1610–1615

Journal of Chemical Education conservationists and the chemistry-based techniques they used were discussed by Uffelman. 13 Each chemistry technique was described and related to a specific 17th-century Dutch painting. Ramirez 14 incorporated specific creative activities in high school chemistry. She argued that these activities could significantly improve the higher-order thinking skills of students. Moreover, a curriculum unit in chemistry called Artist as Chemist was designed in 2006.15 This five-week chemistry unit used a problem-based learning model. In this curriculum unit, students learned chemistry because they were confronted with a challenge that required knowledge of chemistry to complete. They learned chemistry on a need-to-know basis. In addition, students were learning chemistry because they wanted to create an original piece of artwork for a museum display. The authors claimed that this project honed both knowledge of chemistry and student creativity. Flores16 emphasized the importance of including artful expression in the chemistry classroom. She encouraged students to implement computer-generated artwork in chemistry. Because of this, she argued that curriculum integration of art and chemistry makes the connection not only between the disciplines but also more importantly between students and the concepts of chemistry. She added that art provides students a way to visually represent their scientific knowledge and at the same time helps teachers assess student understanding. Promoting the beauty of chemistry and expressing it aesthetically can provide a means to enhance students’ interest in chemistry and encourage them to be further engaged in the discipline.17

’ CONCEPTUAL UNDERSTANDING IN CHEMISTRY Basically, conceptual understanding involves making connections between new and old information, relating the familiar with the unfamiliar, and integrating the new intellectual challenge into a mental structure.18 In chemistry teaching, conceptual understanding involves being able to represent and translate chemical problems using three forms of representation: macroscopic, particulate, and symbolic.19 Chemistry appears to be very complex to the novice learner because there are many concepts that can be observed at the macroscopic level, but can only be explained at the particulate level.20 Unfortunately, in the minds of many students, there is no connection between the macroscopic, particulate, and symbolic levels. In addition, despite the recognized value of conceptual understanding as a learning outcome, rote learning, which mainly involves application of algorithms to solve problems, continues to dominate the chemistry classroom.21 Even though conceptual understanding is a major objective of science education, many students in all grade levels have difficulty understanding basic scientific concepts and possess intuitive and fragmented knowledge.22 The results of studies on students’ difficulties in conceptual understanding points to two possible reasons: (i) the way science classes are conducted;23 25 and (ii) the presence of alternative conceptions.26,27 Wiggins and Mc Tighe28 argued that to demonstrate understanding, a student must not only possess rudimentary knowledge, but should also able to explain, interpret, and apply that knowledge, as well as have perspectives on the information, possess self-knowledge of their own understanding, and empathize with the understanding held by others.

ARTICLE

This research showed that the use of art-based chemistry activities improved students’ conceptual understanding in chemistry. Moreover, student creativity in chemistry was also shown through integration of art in chemistry teaching. This was confirmed by the students in their reactions such as: “Art was integrated in each activity, making chemistry easier and it brought out the creativity in every one of us!” “The nice thing about this class is that it doesn’t [didn’t] only introduced us to chemical concepts but it also manage[d] to release our hidden talents.” Apparently, these activities honed both knowledge of chemistry and student creativity.

’ METHODS This research used the pretest posttest control group design to determine the effectiveness of art-based chemistry activities on students’ conceptual understanding in chemistry. The sample consisted of 64 third-year high school students from two different chemistry classes. The two classes were composed of students with nearly similar second-year final grade averages. Before the class started, the art-based chemistry activities (ABCA) and nonart-based activities (NABA) groups were assigned by tossing a coin. The ABCA group was composed of 36 students, while the NABA group was composed of 28 students. The Instrument: Chemistry Concept Understanding Test

The Chemistry Concept Understanding Test (CCUT) instrument was developed by one of the authors (D.L.D.) to assess students’ comprehension and application of chemistry concepts. This 29-item test was composed of two parts. Part 1 consisted of 21 multiple-choice questions (MC), where students chose from four plausible answers. Part 2 consisted of 8 modified multiplechoice questions (MMC), where students explained briefly their choice. In constructing the items, the following competencies were considered: 1. Illustrating with examples 2. Comparing/contrasting/classifying 3. Relating information 4. Applying information to given situations 5. Making predictions from given data 6. Interpreting and making conclusions from data These learning outcomes were based on the Third International Mathematics and Science Study’s (TIMSS) idea of conceptual understanding.29 Each multiple-choice item was worth 1 point. On the other hand, the scoring scheme for the MMC-type of questions was adapted from a study of Ferido.30 Students’ responses were categorized using the following guide: • Best Understanding (BU): 4 points, correct choice accompanied by a complete correct explanation; this is the best possible situation and indicates a sound understanding of the concept • Partial Understanding (PU): 3 points, correct choice accompanied by a correct but incomplete explanation • Functional Misconception (FM): 2 points, correct choice accompanied by an incorrect explanation; most often, students may be able to choose the correct answer but for the wrong explanation 1611

dx.doi.org/10.1021/ed100009a |J. Chem. Educ. 2011, 88, 1610–1615

Journal of Chemical Education

ARTICLE

Table 1. Example Tasks and Related Concepts of Art-Based Chemistry Activities Title and Summary of Activity Activity 1, Effect of Dilution on the Color Value of Copper Sulfate Solution. Students prepare eight solutions of CuSO4 from 10% solution up to a

Chemistry Principles Characteristics of solution; Mass percent; Dilution of solution

Related Art Principles Description of color value; Color value change

colorless solution of CuSO4; describe the prepared solutions of CuSO4; express the concentration of CuSO4 solutions using mass %; paint a color value chart of diluted CuSO4 solutions using watercolor pigments, and relate this to solution concentration. (Value refers to the lightness or darkness of a color.) Activity 2, Types of Solutions and Temperature Change: Effects on Solution Color Intensity. Students prepare unsaturated, saturated, and supersaturated solutions of sodium acetate; compare and contrast

Physical properties of unsaturated, saturated, and supersaturated solutions;

Color intensity

Effects of temperature change on solubility

the three types of solutions prepared; perform experiments with temperature change and color intensity using solutions of watercolor pigments and create paintings; evaluate paint color intensity in the context of each type of solution; explain the effects of temperature change on solute solubility and color intensity. Activity 3, Color Intensity in a Saturated Solution and in a Pigment Hue. Students prepare a saturated solution of CuSO4; determine the molar

Formation of saturated solution; Molarity

concentration of saturated CuSO4 solution; paint the color value chart

Change in color intensity of a pigment hue; Complementary color

of the solution; compare the change in color intensity of the solution to the change in color intensity of a pigment hue by the addition of its complementary color; create a “pyramid intensity critter”.

• Correct/Incorrect (CI): 1 point, wrong choice accompanied by a correct but incomplete explanation • Worst Understanding (WU): 0 points, wrong choice accompanied by a wrong explanation The Methods of Instruction

Ten lesson plans were prepared for each of the two groups. The two classes (ABCA and NABA groups) were managed by the researcher (D.L.D.) and taught the same topics. The actual experiment started with the pretests in the CCUT. Each of the two classes met regularly for 60 min-classes over five weeks. The two types of chemistry activities used in the study, ABCA and NABA, are described below. Art-Based Chemistry Activities. The ABCA intervention involved the application and demonstration of both art and chemistry principles. The students learned the chemistry concepts and related art principle through a series of 10 activities. These activities were incorporated in the lesson twice a week. In some activities, the ABCA group was asked to create an original chemistry artwork and to describe the chemistry principle involved in their works. Included in each activity were discussions of the chemistry concepts and related art principles to illustrate the connection between chemistry and art. Some ABCA used in this study are shown in Table 1. Some were adapted and modified by the researcher from Greenberg and Patterson.31 Non-Art-Based Activities. For the NABA group, the activities performed did not involve art techniques or principles. To compensate for the time spent on art-based activities of the ABCA group, experiments and individual exercises were given to the NABA group. The activities performed were the usual classroom chemistry activities, some of which are shown in Table 2.

’ RESULTS AND DISCUSSION The two groups were found to have significantly different mean scores on 10 of the 29 items comprising the CCUT. The ABCA group had higher mean scores on 7 out of 10 items in which the two groups significantly differed. The concepts that were tested in the seven test items were the following: dissolution of liquids in liquids (miscibility); hypertonic solution; concentrations of solutions; rates of dissolution; saturation and solubility; properties of acids; saturated solution and solute solvent interactions. One item in the CCUT in which the ABCA students scored higher than the NABA students concerned rates of dissolution, saturation, and solubility. In this lesson, the ABCA students were asked to prepare unsaturated, saturated, and supersaturated solutions of sodium acetate and to describe the solutions by comparing their physical properties. The ABCA also performed an activity with temperature change and color intensity using solutions of watercolor paint pigments. Afterward, they were asked to create and display a painting related to the environment using the room-temperature paint and the paint at 50 °C. ABCA students were asked to compare the two paintings and note the differences in color intensity and the effect of the color intensity differences on the general appearance. In this case, ABCA students were able to evaluate paint color intensity in the context of each type of solution (unsaturated, saturated, supersaturated). This gave them a clear picture of the effects of temperature change on solute solubility and color intensity. According to the students, the activity on types of solutions and temperature change helped them learn and understand chemistry concepts more easily. Some of them remarked: • “The painting sessions were entertaining and educational, it is cool.” • “The integration of art in chemistry made the lesson easier to understand and make [made] the lesson more 1612

dx.doi.org/10.1021/ed100009a |J. Chem. Educ. 2011, 88, 1610–1615

Journal of Chemical Education

ARTICLE

Table 2. Example Tasks and Related Concepts of Some of the Activities Performed by the NABA Group Title and Summary of Activity

Chemistry Principles

Activity 1, Copper Sulfate Dilution and Mass Percent.

Characteristics of solution; Mass percent; Dilution of solution

Students prepare eight solutions of copper sulfate, (CuSO4), from 10% solution up to a colorless solution of CuSO4; describe the prepared solutions of CuSO4; express the concentration of CuSO4 solution using mass % Activity 2, Types of Solutions and Temperature Change. Students

Physical properties of unsaturated, saturated,

prepare unsaturated, saturated, and supersaturated solutions

and supersaturated solutions;

of sodium acetate; compare and contrast the three types of solutions prepared; perform experiment with temperature change; explain the

Effect of temperature on solubility

effects of temperature change on solute solubility Activity 3, Saturated Solution of Copper Sulfate and Sodium Chloride.

Formation of saturated solution; Molarity

Students prepare saturated solutions of CuSO4 and NaCl; describe the saturated solutions of CuSO4 and NaCl; determine the molar concentration of saturated CuSO4 and NaCl solutions

Table 3. Top Three-Rated Activities of the ABCA Class Activity

Example Student Reactions

Types of Solutions and Temperature Change: Effect on Solution Color Intensity

“The painting sessions were very entertaining and educational at the same time; it is cool and I really like it; made the lesson easier to understand.”

Color Intensity in a Saturated Solution and

“Fun and exciting; it brought out the creativity in each and

in a Pigment Hue Effect of Dilution on the Color Value of

every one of us, it also managed to release our hidden talents through art.” “Interesting; I understand the concepts a lot easier; learning

Copper Sulfate Solution

interesting. Because of this activity we could see chemistry at work.” • “Learning chemistry through art gave us an easy and accurate concept with fun.” The response of the ABCA students to the activity indicated that it had made an impact on them, which could help explain why they scored higher than the NABA students in two items under saturation. This result is consistent with that of Furlan et al.,17 which reveals that artistic illustration of ideas in chemistry makes thinking visible through color, texture, and shapes, and extends the meaning of the words. It evokes emotion, brings about creativity, promotes inquiry, and enhances learning. In addition, Flores16 finds that model construction and representations in chemistry are legitimate inroads to students’ understanding. The ABCA students also scored higher in an item about concentrations of solutions. For this lesson, the students were asked to prepare a saturated solution of copper sulfate, CuSO4. Afterward, they painted the colors of the solution, from the most intense to least intense, using a chart having 2  2-in. squares arranged vertically in a column. The most intense color was placed at the top, the least intense at the bottom. They repeated this process using poster paints of complementary colors. ABCA students also calculated the concentration of the saturated solution they prepared. It can be inferred that the ABCA group scored higher in this item because color intensity was used to explain the concept of solution concentration. The ABCA students were able to relate the color intensity to the concentration of solutions that they prepared in the activity. They were able to describe easily how much solute was present in the most concentrated and the least concentrated solutions. This demonstrates that art provides students a way to easily understand

chemistry is easy and accurate with fun.”

scientific concepts. This is consistent with what Flores16 argues: integrating art and science makes the connection not only between the disciplines, but also, more importantly, between students and the concepts of science. Table 3 shows the top three activities identified by the ABCA students in their written reactions about the activities. The positive effect of the intervention on the concept understanding of students in chemistry stemmed from the creation and display of chemistry artwork by the ABCA group in the activities. Chemistry artworks created a link between ABCA students and the concepts of chemistry. Because of this, they could easily determine and explain different chemistry concepts. The ABCA group produced an original work of art and a presentation explaining the various concepts involved in the production of artwork. According to Eisenkraft et al.,15 what is outstanding about displays of artwork in chemistry is that chemistry concepts are correctly explained while the artistic aspects are original and creative. Further, Eisenkraft et al. said15 that as students display their work, the students’ sense of satisfaction stems from their correct explanations of chemistry concepts as well as the novel ways in which they applied their knowledge of chemistry to express themselves. The opportunities for the ABCA group communicating their knowledge of chemistry through their creation of a chemistry artwork contributed to their concept understanding in chemistry. Moreover, ABCA made the students aware and realize that artistic representation could help understand chemistry concepts that give them confidence and satisfaction in explaining the concepts. It is also important to note that the ABCA group had responses showing best understanding in 63% (5 of 8) on MMC items of the CCUT: items 22, 24, 26, 27, and 28. Below are some student 1613

dx.doi.org/10.1021/ed100009a |J. Chem. Educ. 2011, 88, 1610–1615

Journal of Chemical Education responses from both groups for item 22 (Box 1) and item 24 (Box 2) of the CCUT MMC posttest. These responses are reported verbatim from the tests.

ARTICLE

Students in the ABCA group showed best understanding of chemistry concepts in 63% (5 of 8) of the CCUT MMC. The concepts tested in which the ABCA group scored significantly higher were dissolution of liquids in liquids (miscibility); hypertonic solution; concentrations of solutions; rates of dissolution and saturation and solubility; properties of acids; saturated solution; solution preparation and solvent solute interactions. It can be inferred that the better performance of the ABCA group in the CCUT could be attributed to these students’ exposure to the art-based chemistry activities.

’ ASSOCIATED CONTENT

bS

Supporting Information Photographs of chemistry artworks created by ABCA students with the related chemistry and art principles included. This material is available via the Internet at http://pubs.acs.org.

’ AUTHOR INFORMATION Corresponding Author

*E-mail: [email protected].

’ REFERENCES

For the ABCA students, the following answers for item 22 (Box 1) are examples classified under the BU category: ABCA Student 1: “In molarity, the number of moles is directly proportional to the molarity. Solution B has more number of moles so it has greater molarity also.” ABCA Student 2: “Solution B has a higher amount of moles. The higher the number of moles, the higher the molarity.” For the NABA group, below are sample responses for item 22 (Box 1) classified under the PU category. NABA Student 1: “Because molar mass is inversely proportional to the number of moles of the solute.” NABA Student 2: “Because it has less molar mass.” The following answers of ABCA students for item 24 (Box 2) are examples classified under the BU category: ABCA Student 3: “The solution is saturated because in this case the rate of dissolution is equal to the rate of crystallization.” ABCA Student 4: “Saturated solution because the formation of precipitate proves that dissolution stops and crystallization starts.” The following answers of NABA students for item 24 (Box 2) are examples classified under the PU category: NABA Student 3: “Small amount of precipitate was formed, that’s why it is saturated.” NABA Student 4: “Saturated solution because it indicates that there is already an excess of solute.”

’ CONCLUSION Students exposed to art-based chemistry activities have significantly higher mean scores on the chemistry concept understanding test than the students exposed to non-art-based activities.

(1) Agas, C. U. Student Misconceptions on Selected Topics in Chemistry. M.A. Thesis, University of the Philippines, Diliman, Quezon City, 2003. (2) Brown, T. L.; LeMay, H.; Bursten, B. E. Chemistry, the Central Science, 8th ed.; Prentice Hall: Upper Saddle River, NJ, 2000. (3) Dawson, C. Int. J. Sci. Educ. 2000, 22, 557–570. (4) Chastrette, M.; Rao, C. N. R. New Trends in Chemistry Teaching: An Overview Giving Examples of Innovative Projects. In New Trends in Chemistry Teaching; United Nations Educational, Scientific and Cultural Organization: Paris, 1992; pp 9 13. (5) Estarija, C. A. Enhancing Secondary Mathematics and Science Achievement through Art (Drawing and Painting). M.A. Thesis, University of the Philippines, Diliman, Quezon City, 2004. (6) Fantini, M. D. Regaining Excellence in Education; Merrill Publishing: Columbus, OH, 1986. (7) Young, J. A. J. Chem. Educ. 1981, 58, 329–330. (8) Moore, J. W. J. Chem. Educ. 2001, 78, 1295. (9) Henchman, M. J. Chem. Educ. 1994, 71, 670. (10) Shakes, D. C. J. Coll. Sci. Teach. 1995, 24, 333–335. (11) Hill, P. S. J. Geosci. Educ. 2000, 48 (276 278), 347. (12) Crannell, A.; Frantz, M. J. Geosci. Educ. 2000, 48, 313–316. (13) Uffelman, E. S. J. Chem. Educ. 2007, 84, 1617–1624. (14) Ramirez, R. P. Creative Activities in Chemistry and Students’ Higher-Order Thinking Skills. M.A. Thesis, University of the Philippines, Diliman, Quezon City, 2007. (15) Eisenkraft, A.; Heltzel, C.; Johnson, D.; Radcliffe, B. The Science Teacher 2006, 73, 33–43. (16) Flores, M. The Science Teacher 2005, 72, 48–49. (17) Furlan, P. Y.; Kitson, H.; Andes, C. J. Chem. Educ. 2007, 84, 1625–1630. (18) Nachtigall, D. K. What Does Understanding Mean? In Selected Papers in World Trends in Science and Technology Education; Hernandez, D. F., Pabellon, J. L., Eds.; Institute for Science and Mathematics Education Development: Diliman, Quezon City, 1989; pp 240 241. (19) Bowen, C. W.; Bunce, D. M. Testing for Conceptual Understanding in General Chemistry. Chem. Educator 1997, 2 (2); DOI 10.1333/ s00897970118a. http://chemeducator.org/bibs/0002002/00020118.htm (accessed Jul 2011). (20) Gabel, D. J. Chem. Educ. 1999, 76, 548–553. 1614

dx.doi.org/10.1021/ed100009a |J. Chem. Educ. 2011, 88, 1610–1615

Journal of Chemical Education

ARTICLE

(21) Mata, A. B. Chemistry Teaching Efficacy, Student Conceptual Understanding, Process Skills and Attitude. M.A. Thesis, University of the Philippines, Diliman, Quezon City, 2005. (22) Noh, T.; Scharmann, L. C. J. Res. Sci. Teach. 1997, 34, 199–217. (23) Blank, L. M. Sci. Educ. 2000, 84, 486–506. (24) Leonard, W. H.; Speziale, B. J.; Penick., J. E. Am. Biol. Teach. 2001, 5, 310–317. (25) Tanner, K.; Allen, D. Cell Biol. Educ. 2005, 4, 12–117. (26) Pearsall, N. R.; Skipper, J. J.; Mintzes, J. J. Sci. Educ. 1997, 81, 93–215. (27) Westbrook, S. L.; Marek, E. A. J. Res. Sci. Teach. 1991, 28, 649–660. (28) Wiggins, G.; McTighe, J. Understanding by Design; Association for Supervision and Curriculum Development: Alexandria, VA, 1988. (29) University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED). Supervision of Science and Mathematics Teaching; UP NISMED: Diliman, Quezon City, 2003. (30) Ferido, M. B. Students’ Conceptions and Learning Approaches to Chemistry in a Cooperative Classroom Environment. Ph.D. Dissertation, University of the Philippines, Diliman, Quezon City, 1995. (31) Greenberg, B. R.; Patterson, D. Art in Chemistry; Chemistry in Art; Teacher Ideas Press: Englewood, CO, 1998.

1615

dx.doi.org/10.1021/ed100009a |J. Chem. Educ. 2011, 88, 1610–1615