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The purpose of this research was to investigate the effect of IBL strategy on chemistry undergraduate students' conceptual understanding and science process skill achievement in NMR Spectroscopy. This research involved two classes of Determination of Organic Structure course. One of them was chosen randomly as the control group while the other was selected as the experimental group. The experimental group was taught by the IBL strategy, whereas the control group was only taught by mean of the traditional lecture or Non-IBL strategy. Conceptual Understanding and Science Process Skill Tests were given to both groups as pre-test and post-test. The results presented that the IBL strategy has impact on chemistry undergraduate students' conceptual understanding and science process skill achievement. The evaluation results of the experimental group's conceptual understanding and science process skill test were better than those of the control group. The findings confirm that IBL strategy can enhance student's conceptual understanding and science process skill.
Sutrisno et al. (Mon,) studied this question.
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