Conceptual change achieved through a new teaching program on acids and bases

Demircioğlu, Gökhan; Ayas, Alipaşa; Demircioğlu, Hülya

doi:10.1039/b4rp90003k

Cited by 130 publications

(136 citation statements)

References 40 publications

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“…This phenomena occurs in less meaningful learning as stated by Berg, Cross et al, and Pinarbasi [5,6,7]. Some researches recommend learning has to be plan with the more students active and partisipatory as well as accommodate the multiple representative especially in learning chemistry [3,4,8,9] .The important thing is student has to have a high motivation on learning. Some strategies are recommended by some researchers, such as collaborative [20], problem possed [21], or cognitive dissonance [22].…”

Section: Resultsmentioning

confidence: 99%

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Students’ Misconceptions on Titration

Widarti

Permanasari

Mulyani

2017

J. Phys.: Conf. Ser.

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Section: Resultsmentioning

confidence: 99%

“…The same research of misconceptions on acidsand bases has performed by Demircioglu et al [8]Rahayu et al [9], Damanhuri et al [10], and Tumay [11]. Pan &Henriques [12]at least the six types of misconceptions on acids and bases concepts were proposed.…”

Section: Introductionmentioning

confidence: 92%

Students’ Misconceptions on Titration

Widarti

Permanasari

Mulyani

2017

J. Phys.: Conf. Ser.

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“…En el caso del desplazamiento del estado de equilibrio, la situación parece agravarse según los resultados de estudios que detectan debilidades en su interpretación, tanto por parte de estudiantes como de algunos profesores de secundaria en formación y en activo (Quílez, 2004;Cheung, 2009). Numerosos estudios (Jiménez et al, 2003;Demircioglu et al, 2005;Quílez, 2006;Bermúdez y de Longhi, 2011) detectan que algunos errores y concepciones alternativas de los estudiantes acerca del equilibrio químico están relacionados con la aproximación didáctica utilizada en el proceso de aprendizaje.…”

Section: Dificultades En El Aprendizaje De Las Disoluciones Reguladorasunclassified

Aprendizaje de alumnado de secundaria en una indagación guiada acerca de las disoluciones reguladoras de pH utilizando sensores y equipos de captación automática de datos

Moreno

2012

ensciencias

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RESUMEN: En este trabajo se describe el diseño e implementación de una actividad de indagación guiada, contextualizada en la salud, para enseñar las disoluciones reguladoras de pH a alumnos de bachillerato, y se analiza el aprendizaje de los estudiantes. Para la toma de datos experimentales, los alumnos utilizaron sensores de pH y equipos de captación automática de datos. Los análisis revelan que la mayoría de participantes identificaron los conceptos básicos de la actividad, distinguiéndolos de los menos relevantes, a la par que han sido capaces claramente de dar prioridad a los conceptos trabajados frente al método de obtención de datos. Los resultados obtenidos sugieren que es una buena opción que la primera aproximación al estudio de las disoluciones reguladoras sea cualitativa, antes de abordarlas cuantitativamente. También se ha evidenciado que el manejo y la configuración del equipo con sensores no supone una dificultad añadida para los estudiantes que lo utilizan por primera vez.PALABRAS CLAVE: práctica de química, indagación, experiencias asistidas por ordenador EXAO, disolución tampón o reguladora de pH, enseñanza secundaria y bachillerato.ABSTRACT: The design and implementation of an inquiry based laboratory activity to introduce buffer solutions to high school pupils is presented, and the learning of students is analysed. The context of the activity is human health and in it students use pH sensors and multicomputer based laboratory equipment to obtain data. Analysis of learners' productions reveals that most of the participants have identified the core concepts of the activity and that they have clearly given higher priority to the concepts than to the methodology used to obtain data. The results obtained suggest that it is a good option to introduce buffer solutions to students in a qualitative way, before working them quantitatively. We have observed that to have to use and to configure the sensors equipment does not represent a difficulty for students the first time they do it.

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“…Hence, it has been taught from primary level to the university [4][5][6][7][8][9][10][11][12]. Regarding to misconception phenomena on acid-base concept, Cross (1986) mentioned that around 47% and 14% of student's misconception were found for Bronsted-Lowry and Arrhenius theories, respectively.…”

Section: Introductionmentioning

confidence: 99%

Development of POGIL (Process Oriented Guided Inquiry Learning) Strategy based on Intertextual Learning of Acid-Base Concepts

Azizah¹,

Mulyani²,

Khoerunnisa³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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-The aim of this study is to develop the POGIL (Process Oriented Guided Inquiry Learning) strategy of acids and bases concepts based on intertextual learning. The strategy was designed to assist students mastery concepts by interrelating the chemistry phenomena and acid-base concepts on three level representations: macroscopic, submicroscopic, and symbolic. The development process was initiating by curriculum analysis, developing three level representations of acid-base concepts, designing POGIL strategy intertextual-based, preparing instrument to measure students's mastery concept, and POGIL aplication in a limited class. All instruments were judged by the experts (chemistry lecturers and teachers) in term of content validity. The results were considered valid by all validators with some improvements based on the validator's suggestions and expertise.

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Conceptual change achieved through a new teaching program on acids and bases

Cited by 130 publications

References 40 publications

Students’ Misconceptions on Titration

Students’ Misconceptions on Titration

Aprendizaje de alumnado de secundaria en una indagación guiada acerca de las disoluciones reguladoras de pH utilizando sensores y equipos de captación automática de datos

Development of POGIL (Process Oriented Guided Inquiry Learning) Strategy based on Intertextual Learning of Acid-Base Concepts

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