2010 IEEE Conference on Open Systems (ICOS 2010), December 5-7, 2010, Kuala Lumpur, Malaysia
Learning Acids and Bases Through Inquiry Based
Website
N. D. Abd Halim1, M. Bilal Ali2, J. Junaidi3 and N. Yahaya4
1 2
noordayana@utm.my , mba@utm.my , juhazren@gmail.com , fandymcl@gmail.com
Educational Multimedia Department, Universiti Teknologi Malaysia, 81310 Skudai, Johor.
Abstract- Chemistry is not an easy subject to learn. Many
people regard chemistry as being too hard, too abstract, too
mathematical, and only for very bright students. As a result, a
negative attitude has developed about chemistry with students
claiming chemistry is boring. Besides, most of the chemical
concepts articulated by macroscopic, microscopic, and
symbolic. This led to conflict and confusion in learning
chemistry. Thus, the purpose of this project is to develop a web
based learning material on Chemistry Form 4 based on
Integrated Curriculum for Secondary Schools (KBSM)
syllabuses. This website enables users to learn on their own
about the topic of Acids and Bases. Constructivism theory and
inquiry based learning approach were integrated in the
development of this website. The main subtopics contain in the
website are “Concept and Chemical Properties of Acids and
Bases”, “Role of Water to Show the Properties of Acids and
Alkalis” and “Strength of Acids and Alkalis”. This website was
developed using Macromedia Dreamweaver 8 as the main
platform whereas Macromedia Flash 8, Adobe Photoshop CS2
as well as Sound Forge 7 were used as supportive software.
Finally, it is hoped that this website will become as a reference
for students to learn this subtopic and to overcome their
misconception about Acids and Bases. Other than that, this
website is also useful for teachers and other people to get
information more about Acids and Bases.
I. INTRODUCTION
In the new millennium and the era of information
technology, education field has moved rapidly towards the
integration of technology specifically computers in the
teaching and learning process. This is because computer has
a great potential for enhancing teaching and learning
outcomes. Michael [2] claims that, it is generally believed
that ICTs can empower teachers and learners, promote
change and foster the development of 21st century skills.
According to Bayrak [3], computer based learning is
becoming widespread and it also has been important method
especially in teaching difficult subjects in science for over
two decades. It is because by using computers, it can
motivate students and also can enhance, extend or reinforce
their learning in science [4]. Computer based learning is a
method, which uses computer as a tool to give students
strengthens, motivation and new experiences in gaining
knowledge. It also gives opportunities to both students and
teachers to learn and teach more quickly in order to achieve
an active learning with computer technology [3]. Many
researchers have proven the well-crafted use of computer in
the learning process compare to traditional method in many
disciplines such as Biology [5] Geometry [6], Science [7,8],
Chemistry [9], Statistic [10], Sport Science [11], Nursing
[12].
Nowadays, learning process is moving towards online
application [13, 14, 15, 16]. Online learning as define by
Allan and Seaman [17] is when the course where most or all
978-1-4244-9192-6/10/$26.00 ©2010 IEEE
3 4
of the content is delivered online. Typically, have no face-
to-face meetings in the classroom. According to them this
trend is seemed to increase from year to year and until 2008,
where there are about 4.6 million students are moving
towards online learning. One popular online application has
been for educational use is web-based learning. Many
studies have shown a web-based learning benefits and the
potential to enhance teaching and learning process [18, 19,
20]. In web-based approach, students are able to choose
how, when, and where they want to participate in the
learning process [4]. In addition, in the term of accessibility
the web-based application can be accessed anytime,
anywhere and around the globe. Mean that, students can
access the website as long as they have a computer together
with internet connection. These are agreed by Neo et al. [21]
where they said that popularity of the web base learning is
due to the concept of learning “anywhere” and “anytime”.
Else, other benefit in web-based learning is, the content is
easily updated. As compared to CD-ROM application, it
must be reduplicated and distributed again. But, through
web based, we just need the developer to update files from a
local computer to a server-computer. When students connect
to the web for the next time, they will already have the latest
version [22].
ICT has been integrated into teaching many subjects such
as chemistry and others. Bayrak and Dori [23] found that
integration of ICT in the process of teaching and learning
chemistry can enhance students' knowledge of concepts,
theory and chemical structure. Another study also found that
ICT provides a positive impact on student achievement as
providing a learning environment related to them [24]. By
learning via website, students are provided with activities
and an environment that allows them to participate actively
in the learning process as well as assisted by teachers and
peers [25].
II. BACKGROUND OF PROBLEM
Chemistry is one of the branches of science that is
important to learn because it enables students to understand
the phenomena that occur around them [26]. However,
chemical subjects closely related to abstract concepts, and
this causes difficulties for students to learn [1].Students
perception towards chemistry as it involves many abstract
concept and it’s difficult to imagine. According to Taber
[26], students need imagination and higher order thinking to
learn and master the chemical concept. Understand the
chemical concept is not only known what happened, but
students also must know how to apply and explain it clearly
and easily. These are the difficulties faced by students when
they learn chemistry [1].
Chiu [27], states that several difficult topics in chemistry
subject that cause misconception among students are
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chemical equation, oxidation and reduction, electrolysis,
mass and acid and base. Misconceptions can be defined as
judgmental in view of the tentative nature of science and the
fact that many of these conceptions have been useful to the
students in the past [28]. Misconception also can be
interpreted as one response in which the ideas are not
developed align with the actual concept [29].
Many concepts in chemistry are related to each other. One
of the basic concepts of chemistry and important to learn is
acids and bases topic [32]. Many studies have shown that
many students have difficulties in understanding the concept
of acids and bases [28, 29, 30, 31, 32, 33, 34, 35, 36].
The study conducted by Cros et al. [31] shows that
students are not able to explain concrete phenomena that
occur behind the reaction of acids and bases. Students also
fail to give examples of weak acids and bases and claim that
pH scale as a tool for measuring the degree of acidity only.
His research in the next two years in 1988, also states that
students defined acid as a substance that has a pH less than
7. This is contrary to the definition given by the Arrhenius
that acid is a release of hydrogen ions (H+) when the
substance reacts with water.
Ross and Munby [32] reported that students defined acid
as a sour taste and produce heat. The difference between the
theoretical definition of Bronsted and Arrhenius were
misleading the students. The concept of donor and recipient
of atoms was proposed by Bronsted-Lowry and the concept
of donating and accepting hydrogen ions (H+),was used in
the Arrhenius theory. Students found to be very difficult to
see the continuity between these two theories in explaining
the definition of acids and bases [34].
Hand and Treagust [33] has identified a number of
misconceptions among students on the topic of acids and
bases. They think that acid is a substance that only gives
erosion of a material such as wood and iron and the process
of neutralization is the process of removing acid. The study
conducted by Barker [36], says that students like to explain
the meaning of the acid using the word “eat” or corrosive
materials without refer to the particle content. Although
students know how to measure the pH and know the nature
of corrosive acid, but students still find it difficult to relate
the features and the properties of acids with the particles
contain in the substance.
Next, in 1993, a study was conducted by Nakhleh and
Krajcik [35], obtained three key ideas in the concept of acids
and bases among the students. First, the acid and base does
not respond each other, but only form a physical mixture.
Second, when acids and bases react together, they will stick
together to form a particle. The third concept, the students
felt that the reaction of hydrogen ions, (H+) and hydroxide
ions, (OH-) is only suitable to form a soluble salt rather than
the reaction of neutralization. The study conducted by
Horton [28] at Arizona State University also has listed two
misconceptions that often occur among students. They
claimed that chemical reaction occurs when acid is added to
the base. Second, students also defined the process of
neutralization is the process of repealing the hydrogen ion
(H+) and hydroxide ions (OH-).
Chiu [29] in the study also proposed four students'
misconceptions in this topic. First, students felt that the
properties of the solution of acid and base were more or less
the same. Second, students couldn’t explain the process of
52
neutralization clearly. For example, they said that when the
sodium bicarbonate and acetic acid were mixed together,
they became neutral. Third, students assumed when there is
more hydrogen molecules in the acid, the stronger the nature
of the acid and then the fourth, the students assumed that
hydrogen molecules can be dissolved in the ionic solution
only. Referring to all the misconceptions that have been
listed, students will have difficulty in learning related topics,
such as chemical equations and chemical reactions as
described by [30].
In addition, apart from the chemical concept that is
difficult to be understood, the way of the content being
delivered by teachers can also influence the effectiveness of
student understanding. Chemistry methods should undergo a
paradigm shift from traditional methods to alternative
approaches such as collaborative learning, self-learning, and
problem-based learning through interactive multimedia,
which involves students actively in the teaching and learning
process. Demircioglu [30] suggested that teachers should
use materials, aids and teaching strategies that encourage
students to think actively, especially in helping students
develop the concepts of acids and bases.
Thus, in overcoming students' misconceptions and
boredom of the acids and bases subtopics, the developing of
multimedia application such as website can improve the
quality of learning. Nakhleh and Krajcik [35] has suggested
that the best way for teachers to teach chemistry, especially
topic that involve abstract concept such as acids and bases
topic is via the computer-based activities. This is evidenced
by Idris et al. [37] which students had improved in
achievement from pre to post test when they have learned
acids and bases subtopic using multimedia software.
III. OBJECTIVES OF STUDY
The objectives of this project is to develop an interactive
acids and bases web sites based on form four Integrated
Curriculum for Secondary Schools (KBSM) with the
following features: -
i. Implementation of constructivism theory and inquiry
based learning as an approach.
ii. Incorporate multimedia elements such as text, graphics,
audio, video and animation.
IV. DEVELOPMENT PROCESS
The process of developing a website especially in the
education requires a long period and systematic planning.
This is to be done to ensure that the website is achieving the
objectives that have been set. A developer must follow
several steps as a guide in designing a website. For the
purpose to develop this website, developer chooses the
Hannafin & Peck (1998) model. Rationally, this model
consists of three phases as well as easy to follow and the
assessment phase can be done continuously.
This model is simple and suitable for use in computer-
based learning. This model consists of three phases, which
are Need Assessment Phase, Design Phase and Development
and Implementation Phase. Besides the three main phases in
this model, there is another phase called Evaluation and
Revision phase that is continuous to every phase of the three
above. The evaluation process is an on going process. This
is to facilitate developer to improve website from time to
time. In addition, by repeating the process of evaluation the
developer can ensure that the website achieve the goal.
A. Need Assessment Phase
This phase involves the analysis of user, the learning
environment, the content of the topic, objectives to be
achieved, and the goal of teaching. Analysis of users,
especially students, is including their prior knowledge,
gender, age, level of learning and learning style.
a. Analysis of user
The target group for this website is form 4 and 5 students
of secondary schools. However, other students can also use
this website to obtain information of acids and bases
subtopic. Before learn this topic, students have their
previous knowledge about "Periodic Table of Elements" and
"Chemical Bonding" which, in this subtopic, the students
learn the characteristics of elements, compounds, and also
the formation of the compounds.
b. Analysis of content
This phase is to identify the problems’ faced by students
in the acid and base topic. The objectives to be achieved by
students after using this website are : -
• State the meaning of acid and alkali according to
Arhenius theory.
• List the properties of acid and alkali compound.
• Explain the role of water to show the properties of acid
and alkali.
• Explain the relationship between pH and the strength of
acids and alkalis.
• State the differences between strong acid and weak acid
and the differences between strong alkali and weak
alkali.
In addition, this phase is needed to determine appropriate
strategies and an approach that is align with the objectives to
be achieved. Therefore, the application of constructivism as
the learning theory with inquiry based learning approach is
in place to achieve the objectives that have been targeted.
B. Design Phase
The phases include in the design phase are information
design phase, interaction design phase and interface design
phase. In the information design phase, the flow chart of the
website was produced and the developer implements the
theory and approach chosen for the site which is aligning
with the learning objectives. In this context, the presentation
of information or the content in this website is following the
constructivism theory that has been listed by Kassim and
Kamaruddin [38], Aris et al. [39], Valerine [40]. Meanwhile,
the inquiry based learning is applied by the features that
have been listed by Harwood [41] model.
Next, at the interaction design phase, developer
determines where and how the control will be given to the
users. Else, developer also determines the route of
exploration that will be taken by user to continue the
exploration of a website. It is important to give user to
choose freely. However, guidance should be provided so
that users will not be lost. Therefore, developer needs to
plan the interaction designs which are clear and easy to use.
53
For the interface design phase, developer creates the
interfaces that can connect between the users and computer.
The interface consists of several elements such as
background screen, panels, buttons, and multimedia
elements such as text, graphics, animation, audio and video.
C. Development and Implementation Phase
The development process is carried out with the help of
programming system, authoring, graphics, audio, video,
software and others. Software used to develop this website is
Macromedia Dreamweaver 8. Else, the Macromedia Flash *,
Adobe Photoshop CS2 and sound Forge 7 also have been
used to develop animations, edit pictures and record sounds.
V. THE WEBSITE OF ACIDS AND BASES
This website contains six menus such as Home, Learn,
Quizzes, More Info, Help, and Web Master. This website is
developed by applying the theory of constructivism and
inquiry as the learning approach. In addition, to the use of
text and diagrams, the use of multimedia elements such as
animation, video and audio as well as a medium to convey
the information for this topic acids and bases.
Figure 1 : “Learn” Interface
For each subtopic, learning process begins with a picture
or a situation that raises questions and curiosity among user.
This feature is applied in the "Have You Ever Wondered?"
section. Subsequently, a number of hypotheses formed by
users are shown in the section of "I Think That ..." . From
the hypotheses that have been listed, students can do the
investigation in the "Let's Investigate" section. Finally, after
students completed their investigation, students can test
what they have learned in "What Have I Learned?" section.
To the right of each page, developer specifies the learning
objectives that must be achieved by the students and the
students’ prior knowledge. Besides, the developer provides a
listing of science information in “Pit Stop "corner, so that
user can see how acids and bases exist around them. Finally,
there are the navigation buttons provided for the users such
as forums, chat and e-mail. This navigation is applicable
whether after or while they are in learning mode. This also
enables users to interact with friends or other users.
VI. THE IMPLEMENTATION OF CONSTRUCTIVISM THEORY
IN THE WEBSITE
This website implements the constructivism theory
because this theory emphasizes student-cantered learning.
Thus, developer implements the features of this theory that
has listed by Kassim and Kamaruddin [38], Aris et al. [39],
Valerine [40]. Table 1 shows where the 12 constructivism
characteristics were applied in the website.
TABLE 1
THE IMPLEMENTATION OF CONSTRUCTIVISM THEORY IN THE
WEBSITE
Constructivism characteristic
Encourage student with inquiry
process through research or
experiments
Encourage students to ask
questions and dialogue with other
students and teachers.
Students have the opportunity to
give any views on any concept.
Students reflect on the learning
process
Teacher ask student to stimulate
students to answer the question.
Use of collaboration and
communication tools.
Students can access the data or
information from various
perspectives.
Students are freely to choose the
topic that they want to learn by
themselves.
Students make a hypothesis.
Helping students to make the
relationship between the topics
before and the topic will be learn.
Help students to relate the content
with their life.
Have a concept map that helps
students to illustrate the whole
topic.
Figure 2 : Content Mapping
VII. THE IMPLEMENTATION OF INQUIRY APPROACH IN
THE WEBSITE
Implementation in the website
The "Let's Investigate" section
allows students to investigate and
find the answers to the problems
given at the beginning. Investigation
may be made by accessing the
website, view video and animation.
There are also the experiments that
help students to find the answers
and to develop a new concept.
Chat room, forum and email are
provided. So students
communicate with other students or
teachers. This section also allows
students to exchange ideas, share
knowledge and make reflection after
or during the learning process.
The "Have You Ever Wondered?"
section gives situations that
stimulate students' curiosity and
create enthusiasm among student.
(see Figure 1)
Chat room and forums allow
students to collaborate (see figure 5)
The websites, animation and video
give various learning resources to
students.
Students are free to choose to any
subtopic available on the website
according to their needs.
The "I Think That .." section help
students to develop several
hypotheses to a given problem. (see
Figure3). Hypothesis formed will be
investigated in the "Let's
Investigate" section.
"Content Relationship"
students to see the relationship
between each subtopic they wanted
to learn.
The "Pit Stop" section provides the
information about the relevance of
science topics in their daily life.
"Content Mapping" is provided to
help students to see the whole topic
and also to get information. (see
figure 2)
The learning process for all three subtopics in this web
site is according to the inquiry model that proposed by
harwood [41]. He states that the characteristics of inquiry
learning were make an observation on the problem given,
forming questions, scan the existing knowledge, make a
hypothesis, conduct an investigation, make a reflection on
what they have learned and lastly share with others.
A. “ Have You Ever Wondered?” section
For the three subtopics in this website, the developer
provides the difference situation for each subtopic. It can be
image, animation or simulation that raises the question in
students’ mind. For example, for the subtopic "Role of
Water to Show The Properties of Acids and Alkalis",
developer provides an animation of the changes of red
litmus paper to blue colour when it was placed in a wet soap.
can After making an observation, the question “Why does the
litmus paper turn from red to blue colour when it is in
contact with wet soap?” was formed (see Figure 1).
B. “I Think That..” section.
"I Think That ..." is a section where the developer lists a
number of possible hypotheses that students consider when
making an observation on the images or situations given in
the section before. Besides, students also had an opportunity
to reflect on their prior knowledge in the "Flash Back"
section. Four hypotheses are listed and students are required
to guess which one is the correct answer. The "Which one is
true" button will take students to a new page that allows
them to do an investigation to prove their hypothesis. (see
Figure 3)
help
Figure 3 : “I Think That..” section
C. “Let’s Investigate” section
This section helps students to find answers regarding the
problem given by using a number of multimedia elements
such as animation and video. Answers to the questions and
hypotheses that were formed will be investigated and proved
in this section. All the multimedia elements also help
students to develop a new knowledge related to the topics
studied.
D. “What Have I Learned?” section
After the learning process, students will test to choose
several answers to the problems given before. There are
several answers that have been listed. Students must select
the correct number of the answers. In addition, students can
also see whether the initial hypothesis is formed in the "I
Think That .." section was rejected or accepted. Students can
choose the answers by pressing the "Let's Check Your
54
Answer" button, then students need to enter the answer by information
typing the number in the space provided. (see Figure 4) Inteface design Yes Yes Yes
1 Attractive screen design Yes No Yes
2 Attractive and effective graphics Yes No Yes
E. Chat and Forum section 3 Color is used effectively Yes Yes Yes
To enable students reflect on their learning, the developer The combination of text, graphics, audio,
4 Yes Yes Yes
has provided a forum site. Students can also discuss and animation enhance the learning
share the knowledge with others. In addition, this forum is The icons used are easily to understand and
5 Yes Yes Yes
consistent
designed for students to provide feedback, comments or
suggestions on the topics they have learned. What important
B. Evaluation by the content expert
is, via this forum the developer can see the effectiveness of
student learning and see whether they are having a problem
The content experts were expert teachers for chemistry
or not. Besides forum, chat rooms were also provided by the
subject. They had more than ten years in teaching chemistry.
developer to allow students to collaborate with others while
For this evaluation purpose, developer interviewed three
learning mode occurs. (see Figure 5)
expert chemistry teachers. They said that the main
advantages found in this website are the implementation of
constructivism theory and inquiry approach where students
are actively involved to develop their own knowledge. This
is because, this theory is implemented student-centered
learning, students learn via exploration, student learn
independently and able to construct their own knowledge.
For the inquiry purpose, the situation given at the beginning
raises curiosity among students and the investigation process
to prove the hypothesis are some of this inquiry features.
Figure 4 : “What Have I Learned ” interface The results of the interviews with experts also found that
application of the theory and approach in this web site make
it a new learning medium.
In addition, forums and chat rooms provide opportunities
for students and users to collaborate with others. Besides, it
can be used to exchange ideas, suggestions, and reflection
on the topics that had been learned. Hence, apart from the
use of text and graphics, this website also integrates other
multimedia elements such as animation, audio and video.
Animation that was developed help students and users to
understand the topics being taught. They also stated that the
multimedia elements like this make students more fun and
Figure 5 : Chat room enjoyable to learn.
VIII. EVALUATION OF THE WEBSITE
However, the experts suggest to integrate the experiment
by simulation in order to make students investigate by their
A. Evaluation by the design expert own. This is because students can run the experiment and
make it try and error in approving their hypothesis. This
The evaluation for the web page design was carried out by make students become more critical and creative thinker.
three experts. The instrument used was a questionnaire
Table 2 is the result of evaluation made by them. C. Evaluation by the learning theory and learning strategy
expert
TABLE 2
THE RESULT OF EVALUATION ON THE DESIGN OF THE WEBSITE
The expert of the constructivism theory was agreed that
the website was implemented all the constructivism
Expert
No Information design
1 2 3 characteristic as listed in Table 1. For the evaluation for
1 The content presented is easy to understand Yes Yes Yes strategy in the website, Table 3 is the result made by the
2
Delivery of content and the information is
Yes Yes Yes
experts.
well organized
The software is easy for students to TABLE 3
3 understand concepts related to the basic Yes Yes Yes THE RESULT OF THE EVALUATION ON THE STRATEGIES IN THE
concepts of "Acids and Bases" WEBSITE
The question given in the website easily
4 Yes Yes Yes
understood by students Expert
5 The language is easy to understand Yes Yes Yes No Learning strategy
1 2 3
6 Example given is realistic and clear Yes Yes Yes The forum and chat room help students to
Interaction design Yes Yes Yes 1 Yes Yes Yes
understand more
Users can control the speed of presentation The objectives are stated clearly and can be
1 Yes Yes Yes 2 Yes Yes Yes
of information in this website achieved
Users are not lost when exploring the The approcoach selected is suitable with the
2 Yes Yes Yes 3 Yes Yes Yes
website topic
3 Users easy to explore and get the required Yes Yes Yes 4 Users are encouraged to be creative and Yes Yes Yes

55
 critical
The delivery of content is suitable with the
5 Yes Yes Yes
students learning style
IX. CONCLUSION
As a conclusion, hope that the developed website could be
used as an alternative by students and teachers to study the
topic "Acids and Bases". Hence, this website also expects to
be one of the support teaching materials in schools today.
This is because the website allows students to learn by
themselves at any time and any where. In addition, the use
of English as the medium can also help to improve students’
confidence as long as they learn using English in Science
and Mathematics subjects.
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