Pedagogical Research

• Akpan, V. I., Igwe, U. A., Mpamah, I. B. I., & Okoro, C. O. (2020). Social constructivism: Implications on teaching and learning. British Journal of Education, 8(8), 49-56.
• Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
• Baran, M., & Sozbilir, M. (2017). An application of context- and problem-based learning (C-PBL) into teaching thermodynamics. Research in Science Education, 48(4), 663-689. https://doi.org/10.1007/s11165-016-9583-1
• Barke, H.-D., Harsch, G., & Schmid, S. (2011). Essentials of chemical education. Springer. https://doi.org/10.1007/978-3-642-21756-2
• Barke, H.-D., Hazari, A., & Yitbarek, S. (2009). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer.
• Bennett, J., & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999-1015. https://doi.org/10.1080/09500690600702496
• Bunce, D. M., & Cole, R. S. (2008). Nuts and bolts of chemical education research. American Chemical Society. https://doi.org/10.1021/bk-2008-0976
• Chans, G. M., & Castro, M. P. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10(10), 132. https://doi.org/10.3390/computers10100132
• Christenson, S. (2013). Handbook of research on student engagement. Springer. https://doi.org/10.1007/978-1-4614-2018-7
• Creswell, J. W, & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• De Jong, O. (2008). Context-based chemical education: How to improve it? Chemical Education International, 8, 1-7.
• Demircioglu, G., Ayas, A., & Demircioglu, H. (2005). Conceptual change achieved through a new teaching program on acids and bases. Chemistry Education Research and Practice, 6(1), 36-51. https://doi.org/10.1039/b4rp90003k
• Dogan, U. (2014). Validity and reliability of student engagement scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi [Bartin University Faculty of Education Journal], 3(2), 390-403. https://doi.org/10.14686/buefad.201428190
• Field, A. (2017). Discovering statistics using IBM SPSS statistics. SAGE.
• Gambari, I. A., Gbodi, B. E., Olakanmi, E. U., & Abalaka, E. N. (2016). Promoting intrinsic and extrinsic motivation among chemistry students using computer-assisted instruction. Contemporary Educational Technology, 7(1), 25-46. https://doi.org/10.30935/cedtech/6161
• Geerdink-Klink, J. (2019). Context-based learning: What happens with the learning activation and engagement of students when a chemistry lesson is context based? [Master’s thesis, University of Twente].
• Gilbert, J. K. (2006). On the nature of ‘context’ in chemical education. International Journal of Science Education, 28(9), 957-976. https://doi.org/10.1080/09500690600702470
• Gill, A. K., & Kusum. (2017). Teaching approaches, methods and strategy. Scholarly Research Journal for Interdisciplinary Studies, 4(36), 6692-6697. https://doi.org/10.21922/srjis.v4i36.10014
• Hahs-Vaughn, D. L. (2017). Applied multivariate statistical concepts. Routledge. https://doi.org/10.4324/9781315816685
• Han, F. (2021). The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept. Sustainability, 13(9), 5020. https://doi.org/10.3390/su13095020
• Haryadi, H., Iskandar, I., & Nofriansyah, D. (2016). The constructivist approach: Radical and social constructivism in the relationship by using the implementation career level on the vocational education. Innovation of Vocational Technology Education, 12(1). https://doi.org/10.17509/invotec.v12i1.4499
• Ibrahim, N. H., Surif, J., Hui, K. P., & Yaakub, S. (2014). ‘Typical’ teaching method applied in chemistry experiment. Procedia-Social and Behavioral Sciences, 116, 4946-4954. https://doi.org/10.1016/j.sbspro.2014.01.1054
• Johnson, A. P. (2019). Essential learning theories. Rowman & Littlefield Publishers.
• King, D., Bellocchi, A., & Ritchie, S. M. (2007). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38(3), 365-384. https://doi.org/10.1007/s11165-007-9070-9
• Klassen, S. (2006). A theoretical framework for contextual science teaching. Interchange, 37(1-2), 31-62. https://doi.org/10.1007/s10780-006-8399-8
• Liu, C., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386-399.
• Magwilang, E. B. (2022). Case-based instruction in the forensic chemistry classroom: Effects on students’ motivation and achievement. International Journal of Learning, Teaching and Educational Research, 21(3), 396-414. https://doi.org/10.26803/ijlter.21.3.21
• Nguyen, N., & Williams, P. J. (2016). An ICT supported sociocultural approach to improve the teaching of physics. Asia-Pacific Science Education, 2, 2. https://doi.org/10.1186/s41029-016-0008-2
• Opara, M. (2013). Application of the learning theories in teaching chemistry: Implication for global competitiveness. International Journal of Scientific & Engineering Research, 4(10).
• Plass, J. L., Milne, C., Homer, B. D., Schwartz, R. N., Hayward, E. O., Jordan, T., Verkuilen, J., Ng, F., Wang, Y., & Barrientos, J. (2012). Investigating the effectiveness of computer simulations for chemistry learning. Journal of Research in Science Teaching, 49(3), 394-419. https://doi.org/10.1002/tea.21008
• Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. Routledge. https://doi.org/10.4324/9780203887240
• Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: A study of high-school students’ understandings of acids and bases. International Journal of Science Education, 13(1), 11-23. https://doi.org/10.1080/0950069910130102
• Safitri, M., Riandi, R., Widodo, A., & Nasution, W. R. (2017). Integration of various technologies in biology learning. Journal of Physics: Conference Series, 895(1), 012145. https://doi.org/10.1088/1742-6596/895/1/012145
• Schunk, D. H. (2020). Learning theories: An educational perspective. Pearson.
• Secken, N. (2010). Identifying student’s misconceptions about SALT. Procedia-Social and Behavioral Sciences, 2(2), 234-245. https://doi.org/10.1016/j.sbspro.2010.03.004
• Sesen, B. A., & Tarhan, L. (2011). Active-learning versus teacher-centered instruction for learning acids and bases. Research in Science & Technological Education, 29(2), 205-226. https://doi.org/10.1080/02635143.2011.581630
• Suits, J. P., & Sanger, M. J. (2013). Pedagogic roles of animations and simulations in chemistry courses. American Chemical Society. https://doi.org/10.1021/bk-2013-1142
• Suryawati, E., & Osman, K. (2017). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 61-76. https://doi.org/10.12973/ejmste/79329
• Tatli, Z., & Ayas, A. (2010). Virtual laboratory applications in chemistry education. Procedia-Social and Behavioral Sciences, 9, 938-42. https://doi.org/10.1016/j.sbspro.2010.12.263
• Terrion, J. L., & Aceti, V. (2012). Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students. Research in Learning Technology, 20(2), 16150. https://doi.org/10.3402/rlt.v20i0.16150
• Upahi, J. E, & Ramnarain, U. (2019). Representations of chemical phenomena in secondary school chemistry textbooks. Chemistry Education Research and Practice, 20(1), 146-159. https://doi.org/10.1039/c8rp00191j
• Vaino, K., Holbrook, J., & Rannikmäe, M. (2012). Stimulating students’ intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 13(4), 410-419. https://doi.org/10.1039/c2rp20045g
• Veiga, F. H. (2016). Assessing student engagement in school: Development and validation of a four-dimensional scale. Procedia-Social and Behavioral Sciences, 217, 813-819. https://doi.org/10.1016/j.sbspro.2016.02.153
• Yang, D., & Baldwin, S. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11. https://doi.org/10.46328/ijtes.v4i1.22

APA

Demelash, M., Andargie, D., & Belachew, W. (2024). Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation. Pedagogical Research, 9(2), em0189. https://doi.org/10.29333/pr/14146

Vancouver

Demelash M, Andargie D, Belachew W. Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation. PEDAGOGICAL RES. 2024;9(2):em0189. https://doi.org/10.29333/pr/14146

AMA

Demelash M, Andargie D, Belachew W. Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation. PEDAGOGICAL RES. 2024;9(2), em0189. https://doi.org/10.29333/pr/14146

Chicago

Demelash, Minale, Dereje Andargie, and Woldie Belachew. "Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation". Pedagogical Research 2024 9 no. 2 (2024): em0189. https://doi.org/10.29333/pr/14146

Harvard

Demelash, M., Andargie, D., and Belachew, W. (2024). Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation. Pedagogical Research, 9(2), em0189. https://doi.org/10.29333/pr/14146

MLA

Demelash, Minale et al. "Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation". Pedagogical Research, vol. 9, no. 2, 2024, em0189. https://doi.org/10.29333/pr/14146