article syntheses/summary of a research article Articles synthesis_2.pptx

article syntheses/summary of a research article

1. INTEGRATION OF WEB-BASED PLATFORMS AID TEACHING AND LEARNING EXPERIENCE IN CHEMISTRY FOR LIFE SCIENCES

2. INTRODUCTION Web-based interactive platforms, are powerful instruments to integrate in the teaching-learning experience to boost scientific literacy , active participation , and foster digital literacy . web-based interactive platforms or Web 2.0 are variety of web sites and applications that allow anyone to create and share online information or material they have created.

3. PROBLEM It no longer a question if wether to use web-tools in instruction, but how to utilize them for practically and successfully in a classroom setting ( Špernjak and Šorgo , 2017) .

4. Research Question The purpose of the different articles was to determine the whether web-based interactive platform on improves learners’ knowledge on chemistry for life sciences, while some also, develops engagement and digital literacy beyond the classroom setting.

5. Common Theme The advancement of e-learning platforms to visualize complex biological concepts ( Sasidharakurup , et.al. 2015) promotes academic performance (scietific literacy)

6. Differences Mode on how these web-based platforms encouraged learning are different , such as Video sharing platforms; Learning management systems/blogs Web-based laboratories

7. Methodology Q uasi -experimental design PRE-TEST IMPLEMENTATION POST-TEST ANALYSIS AND RESULT FEEDBACK SURVEY

8. Analysis SCIENTIFIC LITERACY (academic performance) Goff, et.al. (2017) on the use of web-based animations on chemiosmosis and ATP synthesis as preparation and reinforcement prompts more prominent learning results compared when students are taught in traditional approach Using the web-based platform used as a stand-alone learning module for cellular respiration; the ability to convey the topics using the intervention is superior that in a lecture-based classroom setting (Goff, et.al. 2018). Yang, et. al. (2018) studied on the effect of web-animations and static picture in teaching concluded that animations is more effective in helping students understand more on invisible phenomena such as in genetics.

9. Blogs and Schoology connects teachers and the students with all the tools needed, which increase the engagement explain improve attitude and motivation that leads to higher achievement by the students (Bohol & Prudente , 2020; and Lazarevic , et.al. 2018) Fırat & Köksal (2017) the recurrence of utilizing Web 2.0 tools is also positively correlated with biotechnology literacy on prospective teachers.

10. STUDENT-TEACHER/STUDENT-STUDENT INTERACTION Using Evernote DLN, students reported that most beneficial feature is facilitating collaboration between lab partners, similarly teacher could also view the students’ works directly from the app (Dyke & Smith-Carpenter, 2017). Bohol & Prudente (2020) study on the use of Schoology-based playlist to teach biomolecules, aside from significant effect on the students’ academic performance, it also increase engagement in the classroom w/c motivates students to perform better.

11. Lazarevic , et.al. (2018) findings, students using blogs have significant contributes to the development of students achievement while catering interaction and communication. Lee & Yeong ( 2018 ) study on the use of Perusall –an online platform where students could comment about two articles showed that students learn from the constructive comments from their peers.

12. DIGITAL LITERACY (computer competence) Špernjak and Šorgo (2017) study, after using different laboratory technologies, students preferred computer supported laboratory (CSL) :develop hands-on skills as well as digital-computer competence. Evernote DLN ease in data collection and collaboration, it also contributed to students’ digital and chemical information literacy (Dyke & Smith-Carpenter, 2017) Sasidharakurup , et.al. (2015) on the utilization of online lab, the inputs from the learners propose that some of them (15% of the students) confronted challenges and even a few (10%) needs further improvement

13. Conclusion Web-based interactive platforms has great potential to integrate on teaching and learning process to engage learner to higher academic achievements, alongside developing significant skills such as collaborative work and digital literacy. When teacher already prepared materials or exercises, for example, recordings, modules, and web-labs from different sites, these could be shared to learners through content sharing platforms, for example, Schoology or writing for a blog sites, so collaboration among learners and teacher is present and furthermore creates digital literacy through the exercises even outside the school.

14. References: n.d. Wikis, Blogs & Web 2.0 technology. Retrieved from: https://copyright.unimelb.edu.au/__data/assets/pdf_file/0011/1773830/wikisblogsweb2blue.pdf Research Articles Reviewed: Van Dyke, A. and Smith-Carpenter, J., 2017. Bring Your Own Device: A Digital Notebook for Undergraduate Biochemistry Laboratory Using a Free, Cross-Platform Application. Journal of Chemical Education, 94(5), pp.656-661. Špernjak , A. & Šorgo , A. (2017). Differences in acquired knowledge and attitudes achieved with traditional, computer-supported and virtual laboratory biology laboratory exercises. Journal Of Biological Education, 52(2), 206-220. https://doi.org/10.1080/00219266.2017.1298532 Goff, E., Reindl , K., Johnson, C., McClean , P., Offerdahl , E., Schroeder, N., & White, A. (2018). Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction. Journal Of Microbiology & Biology Education, 19(2). https://doi.org/10.1128/jmbe.v19i2.1460 Goff, E., Reindl , K., Johnson, C., McClean , P., Offerdahl , E., Schroeder, N., & White, A. (2017). Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom †. Journal Of Microbiology & Biology Education, 18(1). https://doi.org/10.1128/jmbe.v18i1.1223

15. Sasidharakurup , H., Radhamani , R., Kumar, D., Nizar , N., Achuthan , K., & Diwakar , S. (2015). Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms. EAI Endorsed Transactions On E-Learning, 2(6), e4. https://doi.org/10.4108/el.2.6.e4 Lazarević,T ., Miljanović , T., Županec , V., & Zarić , G., (2018). The Effects Of Using Blog As A Web Tool In Biology Teaching In High Schools. Journal of Baltic Science Education, 17(2). 331-342. Retrieved from: https://www.researchgate.net/publication/324923818_The_effects_of_using_blog_as_a_web_tool_in_biology_teaching_in_high_schools Bohol, D. O. & Prudente M. S., (2020). Using Lesson Playlist through Schoology-Based Flipping the Classroom (FTC) approach in Enhancing STEM Students’ Performance in General Biology 1. IC4E 2020: Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning 284–289. https://doi.org/10.1145/3377571.3377588. Retrieved from: https://www.researchgate.net/publication/341161046_Using_Lesson_Playlist_through_Schoology-Based_Flipping_the_Classroom_FTC_approach_in_Enhancing_STEM_Students%27_Performance_in_General_Biology_1 Yang, C., Jen, C.-H., Chang, C.-Y., & Yeh , T.-K. (2018). Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics. Educational Technology & Society, 21 (4), 1–11. Retrieved from: https://www.researchgate.net/publication/328420029_Comparison_of_animation_and_static-picture_based_instruction_Effects_on_performance_and_cognitive_load_for_learning_genetics Fırat , E., & Köksal , M. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior , 70, 44-50. https://doi.org/10.1016/j.chb.2016.12.067 Lee, S.C., & Yeong , F. M. (2018). Fostering student engagement using online, collaborative reading assignments mediated by Perusall . The Asia-Pacific Scholar, 3(3), 46-48. DOI: https://doi.org/10.29060/TAPS.2018-3-3/PV2000

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