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Assessment checklist for courses Instructional Design

FIER Procedural Flow FIER I.D. follows procedural stages. Each phase of FIER is divided into...

Formulating learning styles-based objectives/outcomes (LSBO)

Formulating Learning Styles-based Objectives/Outcomes (LSBO) The contents here are taken from...

Research Flow for Technical and Engineering Students

The following outlines the steps of a proposed research flow for technical an engineering students...

12 Q's to Initial Understanding of a Reseach Topic/Plan: A Students Activity

This activity for undergraduate students research course aimed to test students' initial understanding...

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Camilo Tabinas y ApitaRSS Feed of this column.

He is both a chemist and an educator. He teaches General chemistry, organic, and biochemistry for health sciences students as well as introductory chemistry courses for non- chemistry majors. He... Read More »

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This  post is intended for students in general chemistry class.  


The Nipa Nuts

Nipa oil, unknown in the chemistry handbooks, had been characterized in the Philippines and Indonesia.  These studies however, do not agree with each other as shown on their results in Table 1. 

      Table 1 Discrepancies on the characteristic studies on Nipa oil 

"If the child can't learn the way we teach, maybe we should teach the way [he] learn[s]"  - Ignacio Estrada, Facebook Post

Learning styles-based education (LSBEd) places the child as the center of education. Learning Styles-Based Education uses an enhanced instructional design (FIER Instructional design) that includes the 5-step, 5-cycle model of teaching.  It follows the learning styles model as a basis in the formulation of objectives, outcomes, activities, and assessment.

The Need to Update the Article

The purpose of trying to assess the understanding of my students on alcoholic beverages, unexpectedly led to the need to update the article they read.

The Process

This is the first of a series of lessons about chemical bonds.  The purpose of publishing this through Science 2.0 is to solicit comments and suggestions prior to a formal proposal for its use in the general chemistry classes particularly, in the junior high school science.  I will appreciate if one can point out any oversimplification that may lead to misconceptions.  Another purpose is for this to be used as a review material for non-chemistry major students enrolled in general chemistry.
Chemical bonds is one of the topics assigned to Grade 9 Science by the Philippine Department of Education (DepEd).

It was mentioned in part 4 that a self-study modular instruction on teaching inorganic nomenclature was piloted and have been proven effective.  However, the use of the module was not implemented.  Why was the modular instruction not implemented? Nobody has actually told me formally the real reason that it left me wondering.  So to hypothesize,  maybe it is more on the politics in the school, or maybe an influential faculty member challenged the modular instruction on the following reasoning: