Development of Basic Chemistry Course Based on Blended Learning to Cultivate Scientific Competencies

Abstract

Basic science education in university serves as both a basic education and general education, responding to social demands for the teaching of content knowledge and the cultivation of scientific competencies. This study aimed to design and implement a competency-based blended learning approach (the experimental group) and a face-to-face lecture-centered approach (the control group) for the course “General Chemistry” to develop both content knowledge and scientific competencies, comparing changes and differences in scientific competencies, academic achievement, and course satisfaction. The experimental group acquired content knowledge through video lectures in a distance setting and developed scientific competencies through face-to-face activities emphasizing scientific problem-solving and writing. On the other hand, the control group received lecture-based instruction focusing on content knowledge. Finally, all classes were conducted face-to-face in a classroom. Both experimental and control group classes were led by the same instructor during the same semester for students of <General Chemistry> at A University, with 23 participants in the experimental group and 24 participants in the control group. Results revealed positive improvements in scientific competencies, specifically in “scientific inquiry” and “scientific communication skills,” for the experimental group, while the control group experienced a decline in “scientific participation and lifelong learning” competencies. Although there was no statistically significant difference in academic achievement, the control group's average was generally higher than that of the experimental group. Conversely, course satisfaction was generally higher for the experimental group compared to the control group. Finally, some implications are suggested for instructors aiming to design blended competency-based courses.