| Issue |
SHS Web Conf.
Volume 205, 2024
3rd International Conference on Maritime Education (ICOME 2024)
|
|
|---|---|---|
| Article Number | 01010 | |
| Number of page(s) | 9 | |
| Section | Teaching Practices and Techniques in Maritime Environmental Education | |
| DOI | https://doi.org/10.1051/shsconf/202420501010 | |
| Published online | 06 December 2024 | |
Designing Research Based-Teaching Learning Sequence about Chemistry of the Elements and Sustainable Metallurgy: An Effort to Strengthen Students Systems Thinking Skills
1 Department of Natural Sciences Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
2 Department of Chemistry Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
3 Department of Population and Environmental Education, Universitas Negeri Jakarta, Indonesia
4 Department of Chemical Education, Faculty of Teacher Training and Education, Universitas Lampung, Bandar Lampung, Indonesia
* Corresponding author: mudzakir.kimia@upi.edu
Sustainable nickel laterite metallurgy can be introduced as a scientific issue through structured learning steps. This study aims to develop a validated and tested learning design that can foster system thinking among prospective chemistry teachers using a research-based approach in the context of sustainable nickel laterite metallurgy. The Development Research process guided by the Model of Educational Reconstruction (MER) consists of three main components: (1) clarification and analysis of science content, (2) research on students' preconceptions regarding specific science content, and (3) design and evaluation of the learning stages and learning environment. The research subjects involved 60 students from the chemistry education program taking the element chemistry course at a public university in Bandung and Bandar Lampung. Data collection was carried out using instruments for the learning design developed based on scientific conceptions, preconceptions, and system thinking, as well as triangulation among evaluators regarding the learning design and student response questionnaires concerning the element chemistry course, along with interviews about the course. The chemistry education curriculum can consider using a research-based learning design that incorporates sustainability aspects into chemistry practices to enhance students’ system thinking skills.
© The Authors, published by EDP Sciences, 2024
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