Lab Classes in Chemistry Learning an Artificial Intelligence View

  • Margarida Figueiredo
  • M. Lurdes Esteves
  • José Neves
  • Henrique Vicente
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 299)

Abstract

The teaching methodology used in lab classes in Chemistry Learning was studied for a cohort of 702 students in the 10th grade of Portuguese Secondary Schools. The k-Means Clustering Method, with k values ranging between 2 (two) and 4 (four), was used in order to segment the data. Decision Trees were used for the development of explanatory models of the segmentation. The results obtained showed that the majority of the answerers considered that experimentation is central on Chemistry learning. The results also showed that the significance of research in Chemistry learning is strongly dependent on the students’ involvement in lab work.

Keywords

Artificial Intelligence Chemistry Learning Decision Trees k-Means Lab Classes Lab Work 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Breuer, S.: Does chemistry have a future? University Chemistry Education 6, 13–16 (2002)Google Scholar
  2. 2.
    Johnstone, A.H.: The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education 70, 701–705 (1993)CrossRefGoogle Scholar
  3. 3.
    Gee, B., Clackson, S.G.: The origin of practical work in the english school science curriculum. School Science Review 73, 79–83 (1992)Google Scholar
  4. 4.
    Hofstein, A., Lunetta, V.N.: The laboratory in science education: foundations for the twenty-first century. Science Education 88, 28–54 (2004)CrossRefGoogle Scholar
  5. 5.
    Hofstein, A., Mamlok-Naaman, R.: The laboratory in science education: The state of the art. Chemistry Education Research and Practice 8, 105–107 (2007)CrossRefGoogle Scholar
  6. 6.
    Josephsen, J.: Experimental training for chemistry students: does experimental experience from the general sciences contribute? Chemistry Education Research and Practice 4, 205–218 (2003)CrossRefGoogle Scholar
  7. 7.
    Lock, R.: A history of practical work in school science and its assessment, 1860-1986. School Science Review 70, 115–119 (1988)Google Scholar
  8. 8.
    Miguéns, M., Garrett, R.M.: Prácticas en la enseñanza de las ciencias. Problemas y Posibilidades 9, 229–236 (1991)Google Scholar
  9. 9.
    Millar, R.: The role of practical work in the teaching and learning of science. In: High School Science Laboratories: Role and Vision, p. 24. National Academy of Sciences, Washington DC (2004)Google Scholar
  10. 10.
    Woolnough, B.: Setting the Scene. In: Woolnough, B. (ed.) Pratical Science: The Role and Reality of Practical Work in School Science, pp. 3–9. Open University Press, Milton Keynes (1991)Google Scholar
  11. 11.
    Hodson, D.: A critical look at practical work in school science. School Science Review 70, 33–40 (1990)Google Scholar
  12. 12.
    Hodson, D.: Re-thinking old ways: Towards a more critical approach to practical work in school science. Studies in Science Education 22, 85–142 (1993)CrossRefGoogle Scholar
  13. 13.
    Johnstone, A.H., Al-Shuaili, A.: Learning in the laboratory: Some thoughts from the literature. University Chemistry Education 5, 42–51 (2001)Google Scholar
  14. 14.
    Logar, A., Savec, V.F.: Students’ hands-on experimental work vs lecture demonstration in teaching elementary school chemistry. Acta Chimica Slovenica 58, 866–875 (2011)Google Scholar
  15. 15.
    Killerman, W.: Biology education in Germany: research into the effectiveness of different teaching methods. International Journal of Science Education 18, 333–346 (1996)CrossRefGoogle Scholar
  16. 16.
    Bennett, J., Hogarth, S., Lubben, F., Campbell, B., Robinson, A.: Talking science: The research evidence on the use of small group discussions in science teaching. International Journal of Science Education 32, 69–95 (2010)CrossRefGoogle Scholar
  17. 17.
    Cheung, D.: Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education 6, 107–130 (2008)CrossRefGoogle Scholar
  18. 18.
    Witten, I.H., Frank, E.: Data Mining - Practical Machine Learning Tools and Techniques. Elsevier, San Francisco (2005)Google Scholar
  19. 19.
    Han, J., Kamber, M.: Data Mining: Concepts and Techniques. Morgan Kauffmann Publishers, San Francisco (2006)Google Scholar
  20. 20.
    Cohen, L., Manion, L., Morrison, K.: Research Methods in Education. Routledge, New York (2011)Google Scholar
  21. 21.
    DeKetele, J., Roegiers, X.: Méthodologie du Recueil d’Informations: Fondements des Méthodes d’Observation, de Questionnaire, d’Interview et d’Études de documents. DeBoeck Universite, Paris (2009)Google Scholar
  22. 22.
    McMillan, J., Schumacher, S.: Research in Education: Evidence-Based Inquiry. Prentice Hall, New York (2009)Google Scholar
  23. 23.
    Bell, J.: Doing your research project: A guide for first-time researchers in education, health and social science. Open University Press, Maidenhead (2010)Google Scholar
  24. 24.
    Bradley, P.S., Fayyad, U.M.: Refining Initial Points for K-Means Clustering. In: Shavlik, J. (ed.) 15th International Conference on Machine Learning (ICML 1998), pp. 91–99. Morgan Kaufmann, San Francisco (1998)Google Scholar
  25. 25.
    Hall, M., Frank, E., Holmes, G., Pfahringer, B., Reutemann, P., Witten, I.H.: The WEKA Data Mining Software: An Update. SIGKDD Exploration 11, 10–18 (2009)CrossRefGoogle Scholar
  26. 26.
    Hofstein, A.: The laboratory in chemistry education: Thirty years of experience with developments, implementation and evaluation. Chemistry Education Research and Practice 5, 247–264 (2004)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Margarida Figueiredo
    • 1
  • M. Lurdes Esteves
    • 1
  • José Neves
    • 2
  • Henrique Vicente
    • 1
  1. 1.Departamento de Química e Centro de Química de ÉvoraUniversidade de ÉvoraÉvoraPortugal
  2. 2.Departamento de InformáticaUniversidade do MinhoBragaPortugal

Personalised recommendations