Investigating the effect of technological active teaching method (TEAL) on the learning and memorization of chemistry course of high school students

Dissertation to receive a master's degree in the field of educational technology (M.A)

Abstract                    

This research was conducted with the aim of investigating the effect of the technologically active teaching method (TEAL) on learning and memorization of high school chemistry course. The research method was based on quasi-experimental nature with a pre-test-post-test design and a control group. The statistical population in this research is made up of female students in the third grade of high school who had chemistry 3 and laboratory in the academic year of 1992/93. From among the research community, two groups (classes) of 28 people were selected as a statistical sample in a cluster manner. One group was considered as the experimental group and the other group as the control group. The experimental group was trained with the active technological method and the control group was trained with the usual method. Learning and memorization were measured through teacher-made tests (pre-test and post-test). The experts confirmed the validity of the tests and its reliability was estimated using Cronbach's alpha of 0.703. In this research, the grade point average of the previous semester was controlled as a covariance variable. The data was analyzed through inferential statistics (t test and analysis of covariance) using spss software. The results of the research showed that the effect of teaching using the technologically active method (TEAL) on students' learning and memorization of the chemistry lesson is more than the usual methods.

Key words: technologically active method, TEAL, learning, memorization

- Introduction

The first chapter or generalities of the research is like a map of a building designed by the researcher. In this chapter, we discuss topics such as research topic, research objectives, assumptions, words and concepts. The world of education today has turned its focus from teaching to learning. This approach makes learning the center and foundation of all educational programs, policies and policies. It is necessary to realize the goals of such an approach, according to the extensive knowledge of information technology, the efficiency of all the rich facilities and technologies available (Rais Dana, 2018). 

In entering the field of modern management, we witness the fact that technology has influenced everything, and the education system is no exception to this. The current educational system is only based on theories and theories that the student memorizes well with his educated effort and perseverance, but when it comes to practice, education has not been carried out and skills have not been acquired (Ataran, 2017). The purpose of educational technology is to provide conditions that should enable easier learning with greater efficiency. Educational technology can allow learning to occur in other ways than it can, becoming a means to advance learning in all subjects. develop students' creative abilities, encourage students to be responsible for their own learning, and encourage them to interact with a larger society (Mollera and Hall[1], 2002, quoted by Majdafar, 1375, p. 105).

Developing education and improving the learning process is an issue that has attracted the attention and interest of thinkers and knowledgeable and responsible people since the distant past. Always considering the growth of technologies, we try to It has been to update and transform educational methods and improve the quality of learning and memorization of learned materials. The teaching-learning process, due to its special characteristics, is a process that has different aspects and components and elements that have mutual actions and each one influences the other and is influenced by the other (Fardanesh, 2017).

Since the format of many textbooks and other educational materials is done with traditional methods, the education system is far from achieving the expected results, ideals and goals, which, like other traditional organizations, requires changes. It is a basic and fundamental organization that is associated with planning, recognition and awareness (Mohammadi, 2015, quoted by Lakdashti, 2015, p. 5).

By reviewing the education of the countries of the world, we find that many countries, including developed and developing countries, have developed comprehensive programs to equip schools with various facilities such as computers and the Internet. Inventing new educational methods, using computers in classrooms, using educational and multimedia software, using the Internet and e-mail, expanding education networks, the emergence of electronic education, etc.It is one of the new consequences of using information and communication technology in education. These concepts make us to turn to new models of work in education to respond to the increasing needs of the current world (Prishani, 2009).

Using information technology, teachers can get the educational resources needed for use in the classroom faster and easier, it is also expected that information technology can provide teachers with different educational materials such as images, text, sound and other similar things with better quality.

1-2- Statement of the problem

Man of the 21st century is witnessing vast changes in the field of technology every day, and these developments make him face new and more complex problems and a kind of challenge for how Synchronizing with these developments creates. The best way to prepare for life in this era is to pay more attention to education. Schools should test the habits and procedures and with a critical view to lead a better way in all fields (Seif, 2014).

Chemistry is a branch of experimental sciences that studies the composition, structure and properties of materials. Wide applications of chemistry in medicine, pharmaceuticals, food industries, agriculture, cosmetics and hygiene, preparation Paint, plastic, rubber and all kinds of coatings, environment, energy, etc. It shows the great importance of this science in health, health, providing welfare, economic growth and sustainable development of human societies (Badrian, Hanparvar, Naseri Azar 1389, p. 102).

Donovan and Nakhleh (2001) believe that the increasing importance of chemistry in people's lives has led to its proper and effective education, especially in the school curriculum, as one of the active areas of experimental science. be made According to them, upon entering the 21st century, various factors have influenced the teaching and learning methods of chemistry. The expansion of cognitive theories and the increase of researchers' understanding of how students learn, the widespread use of computers and information technology to visualize and visualize complex scientific phenomena, external factors such as global concerns about energy, water resources and the environment, the increase in the level of scientific literacy, the explanation of different levels of chemistry literacy and the increase in public understanding of various sciences, have caused the effective learning of chemistry in schools and universities to attract the attention of officials, politicians, sociologists and even economists. It should be noted that learning and understanding chemistry concepts is often difficult due to complex and intangible chemical phenomena. In the process of teaching and learning chemistry, teachers and students face theories and hypotheses that are not easily visualized. Examining the characteristics and behavior of chemicals that are in molecular and atomic sizes and cannot be seen with the naked eye and even strong microscopes is often difficult and leads to misunderstanding. Also, some chemical phenomena cannot be experienced in the school laboratory due to time constraints or safety. (same source).

Demirço?lu, Demirço?lu and Ayas [2] (2006, quoted by: Duvarchi [3], 2010, p. 2507) believe that the chemistry course is one of the most difficult courses for students due to the presence of abstract concepts in it. Sukman and Bayram [4] (1999, cited in: Duvarchi, 2010, p. 2507) in their research, studied 97 ninth graders and concluded that in many chemistry concepts, including element, composition, mixture, chemical change, physical change, etc., students do not learn meaningfully and have misunderstandings. They argue that this problem may be the result of extensive programs of schools in the method of memorizing materials. Textbooks are written in such a way that they only convey a multitude of scientific events to students, and teachers in the process of implementation, often using traditional methods, take the opportunity of any thinking and creativity from students (Hasan Beigi, 2012). Since many of the contents of high school chemistry books are abstract and dry in textbooks, teachers are suggested to use simulation, model making, and computer animations in these cases. The use of models and simulations greatly contributes to the deep and conceptual understanding of chemistry and removes many common misunderstandings (Badrian, Honparvar, Naseri Azar, 2019).