Inquiry-based learning for develop concepts at the microscopic levels of galvanic cells through the creation of stop motion work pieces

Abstract

Learning in chemistry is mostly complex and abstract. Most students understand chemical concepts at the macroscopic level, rather than at the microscopic level. Therefore, in order for the students to have ideas that are more in the nature of chemistry at the microscopic levels, the researcher should organize learning activities through the Inquiry-based learning model (5Es). This will allow students to create work pieces at the microscopic levels. The purposes were 1) to develop the concept of galvanic cells at the microscopic levels through the creation of a stop motion for student’s grade 12. 2) To study the 5Es through the creation of a stop motion. 3) For the collecting of data from the concept test and work pieces at the microscopic levels of galvanic cells. The data were analyzed through interpreting to groups describing their concepts of galvanic cells based on a work of Brickhouse et al. and presented in the form of percentage, and the students’ works were evaluated at the microscopic levels. The results of the research showed that most of the students, 81.2%, had no concept and there was no point they had a good concept. After learning activities through the 5Es teaching process, it was found that 85.8% of the students had a Sound Understanding (SU) and 14.2% had Partial Understanding (PU) and there were no issues that students did not have concept. For the stop motion work piece, students were able to perform creation of galvanic cells that reflect the transfer of electrons at the microscopic levels. Learning activities through 5Es enabled the development of scientific concepts at the microscopic levels for students, effectively causing students to have a better understanding of the content and more scientific concepts.