The Teaching on Polyatomic Ions with 2d-Code Application Nisa Yenikalaycıa1, Zeynep Aksanb and Dilek Çeliklerc Research Assistant; Department of Mathematics and Science Education, Faculty of Education, Ondokuz Mayıs University, Samsun, (TURKEY);
[email protected] b Doctor; (TURKEY);
[email protected] cAssociate Professor Doctor; Department of Mathematics and Science Education, Faculty of Education, Ondokuz Mayıs University, Samsun, (TURKEY);
[email protected] a
Abstract It was aimed in this study that the effect of polyatomic ions on the teaching which are one of the important subjects in the chemistry and which form a basis for teaching the compounds are determined with the worksheets which include the applications of 2d-code. The research group consists of 47 science teaching students in total who receive their training at 1st grade in the department of Science Teaching in a state university in Turkey. A single group pretest-posttest quasi-experimental design was used in the research. The Information Test on Polyatomic Cations and Anions which was developed in order to assess the students' knowledge by the researchers and which consists of 32 open-ended questions was implemented. This test was used as a pretest before the practice and as a posttest after the practice. As a result of the research, it was determined that the score of posttest which was given after the teaching with the worksheets that included the 2d-code applications was the higher one. Keywords: anion, cation, ion, worksheet, 2d-code
1. Introduction Cation and anions include in the structure of inorganic compounds. An atom which gives or receives an electron gets the name of ion, and it has a net charge. As the electrons have a negative charge, when a neutral atom receives an electron, it becomes a negative-charge ion (anion); the revulsion of an electron comprises the positive-charge ion (cation) (Petrucci, Harward, Herring & Bissonnette, 2002). Firstly, students need to learn how to write the names and formulas of single-atomic cation and anions and also polyatomic cation and anions in order to write these compounds. It is very important to use the teaching method and techniques which will affect positively on the students' interest and attitude instead of the parrot methods which aren't desirable to learn so that it can be effective to give names for the inorganic compounds. In this sense, one of the important materials which are used in the teaching is the worksheets. The worksheets can be defined as the papers which include the explanations to guide the activities that the students will do, during the practice phase of a subject (Yağdıran, 2005). Çelikler (2010) stated in his study that the use of worksheets which are prepared by the constructivist approach on giving a name for the covalent and ionic-bond increase the academic success and the permanent learning much more than the traditional teaching method. It is necessary to consider that "the worksheets are prepared in compliance with the level of class and the content of subject, and as the interesting one for the students" (Ormancı & Şaşmaz Ören, 2010). As most of the university students have their own electronic device with an android operating system (tablet, pc, phone etc.) today, for the application of worksheets, technology integration was Corresponding author’s address: Department of Mathematics and Science Education, Faculty of Education, Ondokuz Mayıs University, Samsun, (TURKEY) e-mail:
[email protected]
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needed. The mobile technologies provide a convenience to arrange and lead our daily life. The mobile applications which give an opportunity us to integrate these technologies into our daily life have the properties which would be used in the concretion in the fields such as maths and science, in the activities of imaginary laboratory and of the students out of the school (Demirer & Erbaş, 2015). One of the applications which makes the time and place independent usage easiness is 2d-codes. It would be used in the mobile learning out of the class (Lai, Chen, Hsiao & Chen, 2013). 2d-code is two-dimensional barcode type which consists of black and white cells. 2d-code has started to be popular gradually with its properties such as its practical usage, rapid working (Polat, 2014). 2d-code barcodes have three main types as QR code, Data Matrix code and Aztek code. QR code was used in this research. QR code which is more useful than the classical barcodes is the advantageous one in many aspects than the other codes. 2d-code can be solved rapidly by the application which is downloaded on the device. Thus, the users can access a text, video, image which are encrypted into 2d-code (Law & So, 2010). It is considered that the usage of online information sources in an integrated way with the printed materials instead of taking their place has a potential to increase the learning success in the field of training (Özdemir, 2010). Çataloğlu & Ateşkan (2014) provided the samples related to how this technology would be used by the students and teachers in the classroom during the teaching and education. Consequently, a student from Italy made the periodic table of the chemical elements with the use of QR codes (Rizzo, 2009). It was aimed in this study that the effect of polyatomic ions on the teaching which are one of the important subjects in the chemistry and which form a basis for teaching the compounds are determined with the worksheets which include the applications of 2d-code. 2. Method 2.1 The Research Model The single-group pretest-posttest quasi-experimental design was used in the research. The research was carried within the scope of lesson, General Chemistry. 2.2 The Research Group The research group consists of 47 students in total who receive their training at 1st grade in the department of Science Teaching in a state university in Turkey. 2.3 The Data Collection Tools The final state of the worksheet which was used in the research was done in accordance with the data which was obtained as a pilot practice was done on 7-persons of student group. The worksheet which was used in the research was comprised in content as the following. 2.3.1 The worksheet for polyatomic cation and anions. The worksheet which was prepared for teaching the polyatomic cation and anions was used during the practice. In the content of worksheet which was prepared: the chemical root description and 2d-code applications were included. Moreover, in the content of 2d-code applications; the name and formula of those to be commonly used from +1, -1, -2, -3 valence ions. The information test which was used in the research was comprised in the content as the following. 2.3.2 The information test on polyatomic cation and anions. Both of name and formula of cation and anions which are commonly used include in the information test for the polyatomic cation and anions which was developed by the research in order to assess the students' knowledge and which consists of 32 open-ended questions. The ions that it was demanded to write their formulas in the test are; bicarbonate ion, hydroxide ion, permaganate ion, acetate ion, nitrite ion, dihydrogen phosphate ion, bisulphate ion, cyanide ion, oxalate ion, sulphite ion, manganate ion, carbonate ion, phosphate ion. The ions that it was demanded to write their names are ClO 4 -, O 2 -, ClO -, ClO 3 -, BrO 3 -, ClO 2 -, HSO 4 -, NO 3 -, O 2 -2, Cr 2 O 7 -2, CrO 4 -2, HPO 4 -2, SO 4 -2, NH 4 +. This test was used as pretest before the practice and as the posttest after the practice. 2.4 The Analysis of Data
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The data which was obtained from the score of information test's pretest and posttest which were implemented to the research group was analyzed with the use of SPSS package. When the group size was less than 50, the Shapiro Wilk test was used to investigate whether the scores showed a normal distribution. When it is determined that the scores show a normal distribution as a result of the analysis, p value is calculated as .741. 3.
Findings The relation between the information test's pretest-posttest scores and the sampling t-test's results were presented at Table 1. Table 1. The results of t-test belonging to pretest-posttest data � X
N 47 47
pretest posttest
6.21 13.94
t
p
-9.662
.000*
p
