Teaching Stereochemistry with Multimedia and Hands-On Models: The Relationship between Students’ Scientific Reasoning Skills and The Effectiveness of Model Type

Abstract

This paper presents an analysis of the use of multimedia and hands-on models on university students’ understanding of stereochemistry. The relationship between students’ scientific reasoning skills and their understanding of stereochemistry was also determined. Two groups of second-year chemistry students from the State University of Malang taking organic chemistry for the 2020/21 academic year participated in this study. One group of students experienced stereochemistry teaching using multimedia models and the other hands-on models as the learning medium. Lawson’s Classroom Test of Scientific Reasoning and Short-Answer Stereochemistry Test were applied. The former was deployed to measure students’ scientific reasoning skills, while the latter was used to test their understanding of stereochemistry. The results revealed that the students’ scientific reasoning skills were significantly below the expected standard, falling in the low category. Students with high scientific reasoning skills exhibited a better understanding of stereochemistry than those with low levels. Both multimedia and hands-on models revealed an equal contribution towards students’ understanding of stereochemistry. Also, it suggests that multimedia models tend to favour students with high scientific reasoning skills, while hands-on models favour those with low skills.