The Design and Development of Modern Physics Module for College Students

Introduction

Barnett et al (2004) argued that the curriculum receives scant regard in current debates about

teaching and learning in higher inculcation but suggests that this may vicissitude in the context of quality

assurance mechanisms and benchmarking. In teaching there are many methods which are being used.

Some of them are assignment method, discovery method, lecture method, discussion method,

programmed learning, project method, field trip, case study method, demonstration method,

modularized instruction. Modular teaching is a new approach in classroom settings, for experience

taking in encounters in instruction also it has been getting much consideration. The system of taking in

modules has turned into a piece of all level of instructions. Teaching through module is a self - taking in

bundle managing one particular topic/ unit. It could be utilized within any setting helpful to the learner

and may be finished at the learner's own particular pace. Sufficient hypotheses further more practices

are accessible for the useful requisition of secluded educating in our classrooms. Consequently, a study

was directed so as to check the adequacy of modular teaching. Got information was investigated,

analyzed and results were drawn.

A Practitioner Model of The Use of Modular Based Instruction to Support People and Earth
Ecosystem Teaching
 The Development of visual illustration-based module in Organic Chemistry

Introduction
The perception filter is a fundamental component of the Information Processing

Model. The perception of new information is dependent on what students already know:

the perception filter is thus controlled by the long term memory (Ausubel, 1968).

Ausubel (1968) explained how our prior knowledge and experiences depict what we can

learn in the future. Students can only perceive what is familiar to them, thus, if a new

concept is rejected at this stage, it may never pass through the working memory space

to the long term memory and understanding. When there is no attachment to

established frameworks in the long term memory, students are often forced to turn to

rote learning. Perceiving information which is familiar or known to students facilitates

understanding. Many chemistry students cannot see any link between what they learn in

the classroom or the investigations carried out in the laboratory with their everyday lives

and the world that they live in. While, in fact, there are many examples of organic

compounds in every aspect of the students’ lives, such as foods, clothes, materials,

pharmaceuticals, etc., teachers often struggle to or don’t make students aware of these

due to their complexities (O’Dwyer, 2012). This is, perhaps, a contributing factor for the

multitude of studies which identify students’ and teachers’ perception of organic

chemistry as one of the most difficult areas of chemistry (Ratcliffe, 2002; Jimoh, 2005;

Schroeder and Greenbowe, 2008; Childs and Sheehan, 2009; O’Dwyer and Childs,

2011).

Gilbert (2010) used Paivio’s Dual Coding Theory, proposed in 1986, to describe

the process of visualisation. Paivio’s dual coding theory suggests two types of stimuli
exist, verbal and non-verbal, which are processed in different ways by sensory systems

that are common to both (Paivio, 1986). Verbal stimuli come in the form of speech while

non-verbal stimuli comes through as touch, sight, sound and taste. In this theory, the

pieces of verbal information, called ‘logogens’, are stored separately but are capable of

cross-reference to form ‘associative structures’. Similarly, the pieces of non-verbal

information are stored separately with the capability of forming their own associative

structures. The two types of associative structures can then be linked to form ‘referential

connections’

This research study aimed to an organic chemistry that integrate visualization

and pedagogic processes, focused on fostering meaningful understanding of molecular

structures and chemical reactivity.

Statement of the problem

 Reference:

. Ausubel, D. P. (1968). Educational Psychology: a cognitive view. New York:

Holt, Rinehart & Winston. Baker, R. W., George, A. V., & Harding, M. M. (1998).

Models and Molecules-a workshop on stereoisomers. Journal of Chemical Education,

75(7), 853.

In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 90-105). Dordrecht:

Springer. Bodner, G. M., & Domin, D. S. (2000). Mental Models: The Role of

Representations in problem solving in Chemistry. University Chemistry Education, 4(1),

24-30.

Ratcliffe, M. (2002). What's difficult about A-level Chemistry? Education in

Chemistry, 39(3), 76-80.m

Chapter 1

Introduction
Framework of the study
Hypothesis
Scope and limitation
Significance of the study
Definition of terms

Chapter 2
Review of Related Literature
Review of Related Studies

Chapter3
Research Design or Research Methodology

Search about Descriptive Developmental and Quasiexperimental