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

Authors : Fitria Fatichatul HİDAYAH, Muhamad IMADUDDİN, Dwi PRAPTANİNGRUM, Dwi RİSTANTİ

Pages : 465-487

Doi:10.17478/jegys.654941

View : 21 | Download : 7

Publication Date : 2020-03-15

Article Type : Research Paper

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 insert ignore into journalissuearticles values(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