Universal Journal of Educational Research

ABSTRACT

Gas Laws are one of the introductory competencies that learners are expected to learn in secondary-level chemistry. This concept involves various abstract and mathematical problem-solving elements, making the topic difficult for novice learners. This study sought to develop and validate a pedagogical framework to teach novice learners quantitative problem-solving on gas laws. It employed a development research design, and the procedural development of the innovation was based on three developmental stages, which included a preliminary study, development, and validation stage for attaining the research objectives. Specifically, procedures included a literature review of related articles on pedagogical approaches, in-depth interviews with teachers who utilized various teaching approaches, and experts' validation in developing and validating the pedagogical framework. The findings revealed that the developed pedagogical framework showcases evident features in terms of the following aspects, such as pedagogical approach, content relevance, and teacher support and professional development; hence, it was considered valid and appropriate based on the evaluation of expert validators. The developed pedagogical framework was recognized as a helpful tool for teaching and learning quantitative problem-solving in gas laws and other areas of chemistry.