SIMULATION-BASED METHODOLOGY FOR IMPROVING CHEMISTRY TEACHING DESIGN MODELS

Abstract

This study proposes a simulation-based approach to enhance the design of chemistry teaching by integrating imitation models and computer-based analytical tools. Contemporary chemistry education is often challenged by the problem of relating abstract theoretical constructs to observable phenomena in experiments, resulting in poor conceptual understanding of the subject by learners. The aim of this research is to design and implement an instructional model that integrates UV-Vis spectral analysis, computer simulation, and guided analysis to enhance conceptual learning and scientific reasoning. The study used a design-based approach to education using simulation software and learning tasks. The students engaged in spectrum analysis, parameter variation, and model adjustment tasks using computer simulation software. The findings show that simulation-enhanced instruction led to a significant improvement in students’ capacity to interpret spectral information, understand variable relationships, and apply modeling concepts in chemistry learning. Rubric analysis showed improved performance in model interpretation and data analysis skills compared to conventional learning methods. The study concludes that simulation models based on imitation provide an efficient pedagogical tool for designing modern chemistry education for conceptual understanding, analytical reasoning, and model learning skills.