UM Chemistry Module based on Pedagogical Content Knowledge in chemical bonding topic

This study aimed to develop teaching modules for the basic concepts of chemical bonding based on Pedagogical Content Knowledge (PCK). UM Chemistry Module development took into account the issues in the Content Representation (CoRe). Teaching strategy applied in this module was inquiry approach. This study was also conducted to determine the effectiveness of the UM Chemical Module. To achieve these objectives, students´ understanding before and after exposure to UM Chemistry Module was measured. This descriptive study involved 30 selected students. Data were collected through a set of diagnostic questions and multiple choice questions. The questions were related to the structure and chemical bonding essay questions. For the quantitative part, the results were analysed using frequency, percentage, and mean. For the qualitative part, the results were analysed using content analysis techniques. Preliminary results showed that majority of the students had difficulty to distinguish ionic and covalent bonding, to explain the formation of ionic and covalent bonding, ionic bonding, and drawing diagrams, and to write formulas of covalent compounds. But, after exposure to the UM Chemistry Module, the students´ understanding about chemical bonding increased.