The Implications of Technology on Teaching and

Learning Chemistry in The Classroom

The use of technology through the use of computers and software learning has been
introduced in the education system. Teaching computer assisted began in the early 1960s was an
early use for the purpose of describing a number of subjects at the school level. At that time also
the introduction of computers as a teaching aid is intended to combines the teaching and learning
process with the use of technology. However, the use of the computer is not received
unfavorable due to a number of factors that cannot be avoided. The cost factor for the provision
of computers has also become the main cause of which has been put the use of computers as a
teaching strategy that will not be used by educators at that time (Bannett, 2012).

The use of ICT in education is not intended to replace teaching with computers, but as a
teaching strategy that can assist in improving and enhancing students' understanding of such
knowledge. Other learning materials such as CD-ROM can facilitate the learning process is
carried out everywhere and at any time. In addition, access to the use of software that can be
achieved through internet facilities to encourage self-learning by students occur without causing
boredom on these subjects (Siau, 2006).

The use of computers and learning software in the classroom is intended as teaching aids
that can be used in the classroom for a particular purpose. Courseware such as tutorials,
simulations, games, learning, practices, discovery or problem solving is among the design of
courseware that can be used based on the objective of learning that teachers aim to achieve.
Although the use of computers or courseware provide positive effects on the subjects chemistry,
but there are some things that need to be considered by the teacher when want to implement this
method.

There are many previous studies that have been conducted to find an association between
the use of computers and student achievement in the classroom. Various methods of study has
also been conducted to look at the effectiveness of computers in education. These studies be
carried out to see the effects of the use of computers including the effect on behavior, motivation
and learning attitude of wanting to know the students can apply through this learning method
(Morgil, 2005).

In a report written by Simon (2002) has pointed out that, teacher mastery of subject
content taught predominantly for difficult subjects like chemistry, is important. Teachers should
not be depending on the simulation or description of computer software solely without mastering
the content of the relevant subjects. Use of software instruction which is incompatible with the
objective of learning is also common. The teachers' response is that students will better
understand what is learned by simply using a computer, but actually cause more lost in their
direction and misconception of the knowledge acquired (David et al., 2004).

As known, there are three levels of understanding in chemistry knowledge. The first is
understanding the level of macroscopic which at this stage, the understanding of the knowledge
obtained from the observation of invisible things to the real in terms of the features of chemical
or physical properties. The second level is when students are able to explain knowledge macro in
more features like atomic art by describes the concept of particle movement, particle, particle
restructuring changes and etc. The level of understanding on the symbolic level is the
understanding when students are able to represent a concept with other things for example sums
up in the arrangement or delegate knowledge with symbols such as making formula and
chemical equations (Hsin, 2001).

Hsin (2001) state that teaching strategies traditionally unable to ensure students achieve
an understanding in all three of these levels. Teachers' difficulty arises when they try to change
the patterns of thinking students into a more scientific way of thinking. The first level of
understanding may be achieved by students but it is not easy for students dominated the second
and third levels of understanding. Students are limited in their ability of thinking as they still
depends on the ability of the senses to absorb information. Students still pending on their ability
to visualize some form and knowledge of information in understanding a concept of chemistry.
Students are required to achieve a level of scientific thinking to ensure they really dominate the
chemical concepts.

Normally when a new thing learned, the information will try to conform with existing
knowledge in their minds. However, new information received might be different with their
existing knowledge. Although there were irregularities but students try to understand the
information from the perspective of existing knowledge. Differences such as this is what
contributed to the occurrence of misconceptions of disseminating knowledge. Students unable to
master microscopic level knowledge with knowledge of macroscopic and also the symbolic
(Lapp, 2000; Hardy, 2006).

Learning in traditional way have been seen as less able to change the overall view of
students in chemistry subjects especially when misconceptions still prevail in the minds of
students. This occurs because the repair process of misconception is not easy to do. Conversion
of existing concepts students also sometimes take a long time and the process needs to be
repeated as much as possible to encourage the process rather than the process of remembering
and understanding knowledge. The conversion process is not a process that students can do with
a sudden, it requires a re-structuring of the information through the understanding of the concept
of origin with the actual concept (Hardy et al., 2006).

To help students achieve all three levels of understanding, teachers need to use multiple
learning strategies that are combined together to create a positive attitude and encourage students
to actively participate in learning. Application of practical activities or others learning activities
in the classroom can encourage students to understand the concept with the right methods. One
way to encourage student understanding is by using teaching aids such as computers. The
versatility of the computer equipment and learning can help students learn more effectively and
also more meaningful (Hsin et al., 2001).

Many studies have proven that the use of technology in education helped to enhance
understanding of the students, especially in subjects such as chemistry that are known as abstract.
Creative use of such software can help students in assisting the formation of an image in the
mind to allow the restructuring of the information carried by the mind. For example in the use of
animation helped to explain the abstract concept for example the electrochemical process in
which the movement of electrons can be explained more easily and students can see by
themselves how the movement of electrons occurs in the process (Byrne et al., 1999).

As an example application using simulations in teaching strategies in classroom can help

teachers to explain the difficult chemistry concepts and abstract. Nature simulation designed to
be visualized can help teachers in explanation of the chemistry knowledge. Simulations also
seeks to provide an opportunity for the user to manipulate variables to see the effect of changes
that occur mainly in experimental activities for electronically (via simulation). In addition, it is
also able to perform experiments relatively harmless to consumers, especially when it involves
the use of high concentrations of chemicals such as hydrochloric acid possible can result in
injury to the student. This privilege was granted students the opportunity to see things more
clearly and knowledge with real (Honey et al., 2011).

It was agreed by Finkelstein (2005), which describes the various computer functions can
also help students understand something of knowledge. The variety of functions such as
analyzing information, providing exposure, gather information, analyze data, and various other
functions that will facilitate the learning process occured. If you look at the traditional approach
of teaching strategies, all activities mentioned can still be done but it will take a long time and is
difficult to be made manually.

The positive effects of the use of technology in the learning process has been evidenced
by previous researchers. However, not many studies that can the effect of using a computer or
learning software in improve student academic achievement, particularly for chemistry.
Technology is something that is important in life. Therefore, in the context of education, teachers
should make full use of technology in teaching so that students can benefit in kind.
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