Development of the learning management process to enhance the chemistry learning achievement and conceptual comprehension on organic chemistry using the posner’s approach with design-based research

Abstract

The research objectives were: 1) to study misconceptions in organic chemistry, 2) to design and develop a learning process to promote learning achievement and conceptual comprehension of applying Posner’s approach in accordance with the design-based research method, and 3) to study the results trom the implementation of the learning process to promote learnins achievement and conceptual comprehension by applning Posner’s approach in accordance with the design-based research method. Trie samplee were 52 students in Grade 12 (25 students for the experimental group and 27 students for the amtrol group). The research instruments were: 1) lesson plans based on the Posner approach with design-based research, 2) general lesson plans; 3) an frsanic chemistry achievement test; and 4) an organic chemistry conceptual tompfehension test The dafa were analyzed using the mean, standard deviation, skeweness, kurtosis, multivariate analysis of variance (MANOVA), and Hotelling T2. The research findings were: 1) there were nine misconception in otgenic chemistry; 2) the learnings proceSs development to enhance organic chemistry achievement and conceptual comprehension based on the Posner approach with design-based research had four condttionsi (i) not understanding in terms of learning, (ii) teaching for conceptual understanding (iii) linking new concepts to tpe original concept, and (iv) the expansion of concepts to learn to solve new problems or situations. Furthermore, the learning process in classroom should be a competitive situation; 3) organic chemistry acheivement and conceptual comprehension scores of the students in the experimental group were significantly higher than for the control group at a level of 0.05. In addition, the organic chemistry achievement and conceptual comprehension post-test scores of students in the experimental group were significantly higher than the pre-test scores at a level ot 0.05. © 2018 Kasetsart University. Publishing services by Elsevier B.V.