Teaching the Inorganic Compounds with the Application of 2-d Code

Abstract

The applications of 2-d code which can be applied as an alternative tool on naming the inorganic compounds which is one of the chemical subjects that the science students have difficulty to understand, and on writing the chemical formulas can be used to raise the students’ motivation against the learning. 2-d code; has started to be popular with its properties such as its practical usage and quick working (Polat, 2014) and its application fields in the education are assessed within the scope of methods which are known as the mobile learning in the much more general meaning. In this sense, it is considered that it will facilitate the passing between the educational material through the mobile device with the printed learning material with the use of the 2-d code applications by the students. It was aimed to determine the effect of worksheets with the applications of 2-d code in teaching the inorganic compounds as one of the important subjects of chemistry to the science students with this research. The quasi-experimental design of pre and post-tests for the single group was used in the research. The study group consists of 47 science students in total who receive their training at 1st grade of Science Teaching in Ondokuz Mayıs University in Turkey. According to the answers which were given for the knowledge test, it was seen that there was a significant difference on behalf of the post-test, which the worksheets with the applications of 2-d code were used in teaching, between the pre-test success points which were obtained before the application and the post-test success points which were obtained after the application. According to the pre-test results of research, it was determined that the compounds of “KH (f=35) and ZnI₂ (f=32)” were written mostly in the correct form. Furthermore, it was seen that none of students wrote the following compounds in the correct form; “SO₃, HBrO₃, CoCl₂.6H₂O, KO₂, HClO₂, NH₄H₂PO₄, H₂CO₃ and NH₄HSO₃”. When the correct answers which were given to the post-test of research were reviewed, it was determined that the compounds of “KH (f=41), HgCl₂ (f=38), ZnI₂ (f=36) and CrCl₂ (f=34)” were mostly written in the correct form. Moreover, it was seen according to the pre-test results of research that none of the students could write the compounds of “nickel nitrate, periodic acid, iodic acid, mercury (II) sulphate pentahydrate, hypocholorous acid, chloric acid, sulphurous acid, sodium thiosulphate, silver dichromate, sodium hydrogen phosphate, ammonium hydrogen phosphate and phosphorous acid”. When the answers which were given to the post-test of research were reviewed, it was determined that the most ones were “rubidium hydroxide (f=39), potassium perchlorate (f=37) and hypocholorous acid (f=36); the least ones were “nickel nitrate (f=2), phosphorous acid (f=2), sodium thiosulphate (f=1) and ammonium hydrogen phosphate (f=1)”. If a compound’s chemical formula is known, the connections can be provided to be done between the main subjects of chemistry that the lesson will be done much more attractive with the technology integration in the chemistry teaching as it is considered that an opinion is given about the bond pattern while it is understood how many molecules are available in whichever atom.

Keywords: Science teaching, Inorganic compounds, Practice of 2-d code