The purpose of this study was to develop the card games and to see the effects from card games in order to help students for effective learning on the Elements and the Periodic Table, and to form students' positive attitude on the chemical subject. In order to draw students' interests by the card ga...
The purpose of this study was to develop the card games and to see the effects from card games in order to help students for effective learning on the Elements and the Periodic Table, and to form students' positive attitude on the chemical subject. In order to draw students' interests by the card games for learning, the rules of the card games which are familiar and are frequently used in usual life were founded, and the games were made by only using 20 of main group elements. The games were founded to develop in order that students can easily understand and memorize the Elements and the Periodic Table, and the developed card expressed not only the Elements but also the Atomic Number and the Valence Electron. After conducting a pretest using an evaluation sheet, being founded on the result from the pretesting, 3 types of games, which can help for learning on the contents that students gave a lot of wrong answers and students should know essentially, were developed. After conducting the card games, the cognition investigation evaluation was conducted. The result from this showed the many responses that card games were interesting, and showed the many opinions that it is expected that the card games will be effective for learning on the Elements and the Periodic Table. But showing the demerits, there were responses that students had a somewhat difficulty in understanding the rules in case of the game when unfamiliar game rules were applied to students while playing the developed card games, also there were responses that at first the required time took long. Considering overall, the following effects are expected if the developed card games are applied to the Elements and the Periodic Table unit in high school chemistry lesson. First, if students use familiar card game rules, it is expected to draw students' interests easily and heighten students' learning effects more by repetitive games. Second, by any chance, even though there are unfamiliar rules of card game rules, it is possible to draw students' interests and a positive attitude to learn. This study suggested that new teaching-learning method which makes students study the Elements and the Periodic Table effectively by the card games, not by existing simple memorization method on the Periodic Table.
The purpose of this study was to develop the card games and to see the effects from card games in order to help students for effective learning on the Elements and the Periodic Table, and to form students' positive attitude on the chemical subject. In order to draw students' interests by the card games for learning, the rules of the card games which are familiar and are frequently used in usual life were founded, and the games were made by only using 20 of main group elements. The games were founded to develop in order that students can easily understand and memorize the Elements and the Periodic Table, and the developed card expressed not only the Elements but also the Atomic Number and the Valence Electron. After conducting a pretest using an evaluation sheet, being founded on the result from the pretesting, 3 types of games, which can help for learning on the contents that students gave a lot of wrong answers and students should know essentially, were developed. After conducting the card games, the cognition investigation evaluation was conducted. The result from this showed the many responses that card games were interesting, and showed the many opinions that it is expected that the card games will be effective for learning on the Elements and the Periodic Table. But showing the demerits, there were responses that students had a somewhat difficulty in understanding the rules in case of the game when unfamiliar game rules were applied to students while playing the developed card games, also there were responses that at first the required time took long. Considering overall, the following effects are expected if the developed card games are applied to the Elements and the Periodic Table unit in high school chemistry lesson. First, if students use familiar card game rules, it is expected to draw students' interests easily and heighten students' learning effects more by repetitive games. Second, by any chance, even though there are unfamiliar rules of card game rules, it is possible to draw students' interests and a positive attitude to learn. This study suggested that new teaching-learning method which makes students study the Elements and the Periodic Table effectively by the card games, not by existing simple memorization method on the Periodic Table.
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