• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.156-163
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• 2015

In Malaysia, the students' poor performance in mathematics and sciences needs immediate attention and remedies. In order to tackle this problem, an active learning environment that encourages students' question-asking capability must be molded. Transformation from traditional teacher-based approach to active-learning classroom is the key to develop question-asking capability. The classroom activity that the authors used in this study is based on the uncritical inference test to promote students' deeper thinking which encouraged students to verify facts that was previously learnt in classroom through group discussion activity. Three sets of uncritical inference test were developed and applied to Malaysian college course of basic organic chemistry. Students' answers to the impact of using uncritical inference test with a group discussion on learning and communication skills were positive.

• Journal of the Korean Chemical Society
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• v.60 no.2
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• pp.137-143
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• 2016

Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses.