APPLYING THE qCOGNITIVE CONFLICTq STRATEGY TO FACILITATE CHANGES IN THE CONCEPTION OF FIRsT SEMESTER STUDENTS ON THE TOPIC OF VOLTAIC CELL

Abstract

Abstract-The main objective of this study was to obtain the information regarding freshman students' alternative conceptions, the characteristics of conflict cognitive strategy and the profile of students' conceptual change in Voltaic Cell, which were further elaborated into six determined indicators. The subject consisted of fourteen freshman students of Chemistry Programme. This study was conducted into three stages, which were (1)pre-test, (2)cognitive conflict instruction and (3) post-test. Students' conceptions profile were classified into three categories based on Appleton, 1999 (Rolka, 2007), which were identical fit, approximate fit and incomplete fit. Based on the data obtained from the pretest, students generally performed the incomplete fit and approximate fit for all indicators, but only a few performed the identical fit. The characteristics of conflict cognitive strategy that is able to facilitate students' conceptual change was those that destabilize students' inaccurate existing conception through contradictory experiences (disequilibrium), followed by teacher's intervention that enables the students rich the reequilibrium. After the instruction, students generally performed the raising conception profile, but some did not perform conceptual change and only a few performed the lowering one.

Elimination of Misconceptions about Percentages with the Cognitive Conflict Approach

“…Eliminating misconceptions is a difficult task. Studies show that misconceptions decrease but do not completely disappear (Chan, Burtis, & Bereiter, 1997;Güveli et al, 2022;Sumarna & Yulistiana, 2016). Efforts should be made not to eliminate misconceptions, but to prevent misconceptions from occurring.…”

“…The lack of self-confidence, decreased misconceptions, and increased scientific knowledge is positive outcomes of the CCA. Studies on CC (Akgün & Deryakulu, 2007;Chaw & David, 2013;Gökçe-Erdem, 2021;Güveli et al, 2022;Herawaty & Rusdi, 2016;Madu & Orji, 2015;Sumarna & Yulistiana, 2016;Yaman, 2013;Yılmaz, 2019) concluded that this method has a positive effect on conceptual change.…”

“…CC-based instruction on heat and temperature produces more conceptual change than traditional instruction (Madu & Orji, 2015). It was also found that a realistic model of mathematics instruction based on CC significantly increased the ability to understand the concept (Herawaty & Rusdi, 2016), first graders changed their alternative concepts about Volta cells by creating disequilibrium with the CC strategy (Sumarna & Yulistiana, 2016); that the importance of CC-based scaffolding in correcting students' errors in algebra materials (Maharani & Subanji, 2018), that false-analog structures are effective in CCs experienced by students while performing a non-routine mathematical task (Wyrasti, Sadijah, As'ari, & Sulandra, 2019). It has been found that CC occurs during information processing when the information received from affective memory and transferred to short-term memory cannot directly connect with the information in long-term memory (Pratiwi, Nusantara, Susiswo, Muksar, & Subanji, 2019).…”