Developing a STEM Education Learning for Visualization in Chemistry Conceptual Understanding Among Grade 10 Students
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Abstract
This Research and Development (R&D) study developed a STEM education learning management approach integrating visualization media to enhance chemistry conceptual understanding of stoichiometry among Grade 10 students. Conducted during the second semester of academic year 2024, the study involved a purposive sample of 30 Grade 10 students at Keannakhonwittayalai School, Thailand. The developed approach consists of five phases: (1) Visual Engagement, (2) Concept Exploration, (3) Hybrid Representation (linking macroscopic, sub-microscopic, and symbolic levels), (4) Expression and Reflection, and (5) Meaningful Applications. Research instruments included validated lesson plans, a 15-item two-tier chemical conceptual understanding test (KR-20 = 0.87), and student observation and reflection forms. Results showed the developed approach was highly appropriate; expert validation yielded a Content Validity Index (IOC) of 0.80–1.00 and a mean suitability score of 4.73 (SD = 0.31). Furthermore, students’ post-test conceptual understanding scores (M = 19.46, SD = 2.17) were significantly higher than their pre-test scores (M = 12.63, SD = 2.88) at the .05 level, with a moderately high normalized gain of 0.54. Behavior observations and learning reflections revealed that the development strategy effectively engaged students, who noted that visualization media helped them comprehend unobservable sub-microscopic chemical concepts.
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