Enhance lower secondary students’ scientific literacy and conceptual understanding of tonicity through blended learning

Abstract

© Springer Nature Singapore Pte Ltd. 2019. Common difficulties for learning biology, for example, imagination of microscopic phenomena, integration of multiple concepts and understanding of technical terms, have long existed across educational levels. These challenges do not only make biology less approachable, but also affect students’ scientific literacy. Hence, this study aims to develop a blended learning activity consisting of digital media and a card game to support student understanding of tonicity as well as promote scientific literacy. Digital media are developed to visualise and conceptualise the microscopic mechanism of tonicity, which is expected to be less time consuming and more engaging. In addition, a card game activity that includes multiple concepts, pictorial representations and technical terms on tonicity is developed to promote abstract understanding among learners.