2019
DOI: 10.3390/educsci9030174
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Assessment: A Suggested Strategy for Learning Chemical Equilibrium

Abstract: Chemical equilibrium is listed as one of the most complicated concepts to learn, and the origin of this phenomenon is attributed to misconceptions, teaching-related problems, and the use of inappropriate didactic approaches. At the same time, assessment is a crucial fragment of educational activities although its relevance as a learning strategy is underestimated. For that reason, we designed and applied unique assessment approaches related to chemical equilibrium to 33 high school students at Colegio Mayor de… Show more

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Cited by 11 publications
(14 citation statements)
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“…To date, several taxonomies have been adopted [7]. For instance, research evidence suggests that an effective learning strategy entails the adoption of assessment instruments aimed at identifying and tackling misconceptions as well as to develop better significant conceptual structures among students [8].…”
Section: Learning Strategies and Academic Achievementmentioning
confidence: 99%
“…To date, several taxonomies have been adopted [7]. For instance, research evidence suggests that an effective learning strategy entails the adoption of assessment instruments aimed at identifying and tackling misconceptions as well as to develop better significant conceptual structures among students [8].…”
Section: Learning Strategies and Academic Achievementmentioning
confidence: 99%
“…Educators believe that formative assessment strategies are effective in improving students' conceptual and procedural knowledge because teachers can help identify students' misconceptions, make these misconceptions visible to the learners, and implement instructional strategies based on the feedback they receive from the students to address their learning needs (Bernal-Ballen and Ladino-Ospina, 2019;Wei, 2011). Furthermore, it is commonly understood among the educational community that having effective and efficient formative assessments is extremely important, making them a critical component of learning (Paiva et al, 2020;Robertson et al, 2019).…”
Section: Statement Of the Problemmentioning
confidence: 99%
“…Pemahaman tersebut juga menunjukkan kegagalan mereka memahami konsep reaksi kesetimbangan yang pernah dipelajari di sekolah menengah atas. Sekali lagi, gagal paham ini diduga karena mereka gagal memahami gambaran submikroskopik untuk reaksi kesetimbangan [26], [27]. Semestinya konsep kesetimbangan kimia tersebut dijelaskan dengan menggunakan gambar molekuler (Gambar 2) dimana terlihat bahwa terjadi perubahan jumlah reaktan (dalam kasus ini N2O4 di awal ada 11 molekul) dari waktu ke waktu.…”
Section: Analisis Dataunclassified