Cogenerative Dialogue of Cross-Generation Educators to Improve Chemistry Teaching Quality through Technology

Year 2020, Volume: 8 Issue: 1, 465 - 487, 15.03.2020

Fitria Fatichatul Hidayah , Muhamad Imaduddin , Dwi Praptaningrum , Dwi Ristanti

https://doi.org/10.17478/jegys.654941

Cited By: 1

Abstract

This research showed the efforts of educators in improving the quality of the chemistry classroom atmosphere through technology. Cogenerative dialogue involves dialogue between a small number of students, teachers, and researchers. All speak, listen, and learn from each other across boundaries such as age, gender, ethnicity, and rank. This discussion featured an ethnographic case study from coteaching and cogenerative dialogue involving junior lecturers, certified chemistry teachers, pre-service chemistry teachers, and students in the chemistry learning about chemical bonding, chemical elements, and laboratory introduction. This dialogue is guided by questions related to Technological Pedagogical Content Knowledge (TPACK). The SWOT analysis was used to provide an overview experienced by educators as well as TPACKing process. The use of a simple application that is a music player, video and camera can be easily used to make the class more enjoyable. Students enjoy a more comfortable classroom atmosphere with song rhythms, funny videos, and selfie activities. Constraints in mastering concepts macroscopically, sub-microscopically, and symbolically are completed by utilising virtual/augmented reality and virtual laboratory. Cogenerative dialogue can inspire among educators to try and learn the technology for teaching chemistry.

Keywords

Cogenerative dialogue, Technological Pedagogical Content Knowledge, Cross-generation educators, Chemistry educators, Chemistry teaching quality

Supporting Institution

Directorate General of Learning and Student Affairs (Direktorat Pembelajaran dan Kemahasiswaan) , the Ministry of Research, Technology and Higher Education of the Republic of Indonesia (RISTEK-DIKTI)

Project Number

251/KPA/HK/2019

Thanks

We would like to thank financial support from the Directorate General of Learning and Student Affairs, the Ministry of Research, Technology and Higher Education of the Republic of Indonesia (RISTEK-DIKTI) through the Lecturer Assignment Grant in Schools (Penugasan Dosen di Sekolah). Second, we would also like to thank all those who assisted in collecting research data.

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