Knowledge Restructuring in Selected Topics in Chemistry Using the Process Workshop Approach

Abstract

This study explored the changes in knowledge level and in structural complexity of knowledge held by students about chemical equilibrium, oxidation-reaction and electrochemistry by using the process workshop approach. The study also attempted to determine if changes in knowledge restricting is affected by learning mode employed by students.

The study was quasi-experimental in research design, involving twenty freshman B.S. Environmental Science students enrolled in Chemistry 18/L during the Second Semester of AY 2002-2003 at the College of Science, Palawan State University in Puerto Princesa City. The Inventory of Learning Process, pre- and post-intervention cognitive test, pre- and post-intervention concepts maps, and interviews served as the instruments for gathering data.

Two meaning learners (MLs) and two rote learners (RLs) were selected for the qualitative aspect of the study.

The teaching method used in the study was the process workshop approach. There were seven process workshop activities, two in chemical equilibrium, three in oxidation-reduction and two in electrochemistry.