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A Case Study on Using Uncritical Inference Test to Promote Malaysian College Students' Deeper Thinking in Organic Chemistry

  • Kan, Su-Yin ;
  • Cha, Jeongho ;
  • Chia, Poh Wai
  • Received : 2014.12.29
  • Accepted : 2015.01.29
  • Published : 2015.04.20

Abstract

In Malaysia, the students' poor performance in mathematics and sciences needs immediate attention and remedies. In order to tackle this problem, an active learning environment that encourages students' question-asking capability must be molded. Transformation from traditional teacher-based approach to active-learning classroom is the key to develop question-asking capability. The classroom activity that the authors used in this study is based on the uncritical inference test to promote students' deeper thinking which encouraged students to verify facts that was previously learnt in classroom through group discussion activity. Three sets of uncritical inference test were developed and applied to Malaysian college course of basic organic chemistry. Students' answers to the impact of using uncritical inference test with a group discussion on learning and communication skills were positive.

Keywords

Small group activity;Discussion;Organic chemistry;Classroom activity;Uncritical inference test

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Cited by

  1. Flipping organic chemistry course: Possibilities and challenges vol.36, 2016, https://doi.org/10.1088/1755-1315/36/1/012013
  2. College Students’ Reflection on the Uncritical Inference Test Activity in Organic Chemistry Course vol.60, pp.2, 2016, https://doi.org/10.5012/jkcs.2016.60.2.137
  3. The Interactive Anonymous "Must-have" Quiz: A Simple Method to Enhance Students Concept Learning in Organic Chemistry Course vol.60, pp.6, 2016, https://doi.org/10.5012/jkcs.2016.60.6.428

Acknowledgement

Supported by : Korean Chemical Society