Effectiveness of a MORE Laboratory Module in Prompting Students To Revise Their Molecular-Level Ideas about Solutions

Tien, Lydia T.; Teichert, Melonie A.; Rickey, Dawn

doi:10.1021/ed084p175

Cited by 77 publications

(93 citation statements)

References 22 publications

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“…Studies of the first version revealed that students in regular chemistry were less successful than honors students in interpreting some of the visualizations. The design of the curriculum surrounding these visualizations implemented the predict, observe, explain pattern found to be successful in various science classes (Gobert & Pallant, 2004;Krajcik, Blumenfeld, Marx, & Soloway, 1994;Tien, Teichart, & Rickey, 2007). Students predicted what a chemical reaction would look like on a molecular scale, interacted with the visualization, and then described what happened in the visualization.…”

Section: Iterative Design and Refinementmentioning

confidence: 99%

Knowledge Integration and Wise Engineering

Chiu¹,

Linn²

2011

Journal of Pre-College Engineering Education Research (J-PEER)

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Section: Iterative Design and Refinementmentioning

confidence: 99%

Knowledge Integration and Wise Engineering

Chiu¹,

Linn²

2011

Journal of Pre-College Engineering Education Research (J-PEER)

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“…Untuk memahami materi ini diperlukan pemahaman makroskopis, submikros-kopis dan simbolik (Tien et al, 2007). Penelitian tentang miskonsepsi pada materi larutan elektrolit dan nonelektrolit penting untuk dilakukan.…”

Section: Pendahuluanunclassified

Pengembangan Tes Diagnostik Two-Tier Berbasis Piktorial Untuk Mengidentifikasi Miskonsepsi Siswa Pada Materi Larutan Elektrolit Dan Nonelektrolit

Siswaningsih¹,

Firman²,

Rofifah³

2015

JPMIPA

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ABSTRAKPenelitian ini bertujuan untuk mengembangkan tes diagnostik two-tier berbasis piktorial yang dapat mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit dan nonelektrolit, atau disebut Tes Diagnostik Miskonsepsi Larutan Elektrolit dan Nonelektrolit (TDM-LENON). Penelitian ini menggunakan metode Development and Validation. Validasi butir soal meliputi validitas isi dan reliabilitas. Berdasarkan validitas isi, 19 butir soal dinyatakan valid dengan nilai CVR (Content Validity Ratio) untuk masing-masing butir soal sebesar 1. Berdasarkan uji reliabilitas, diperoleh 18 soal yang secara keseluruhan memiliki nilai Cronbach's Alpha sebesar 0,706 yang menunjukkan bahwa tes yang dikembangkan masuk ke dalam kategori dapat diterima. Butir soal yang telah memenuhi kriteria validitas isi dan reliabilitas diaplikasikan kepada 34 siswa kelas X di salah satu SMA Negeri di Kota Bandung. Berdasarkan hasil aplikasi tersebut, teridentifikasi miskonsepsi yang yang dialami siswa pada materi larutan elektrolit dan nonelektrolit, dengan miskonsepsi bahwa semua elektrolit merupakan senyawa ion adalah miskonsepsi yang paling banyak terjadi (64,7%). Kata kunci: miskonsepsi, larutan elektrolit dan nonelektrolit, tes diagnostik two-tier berbasis piktorial ABSTRACTThe aim of of this research was to develop two-tier pictorial-based diagnostics test to identify students' misconception about the concept of electrolyte and non-electrolyte, or Diagnostics Test for Misconception about Electrolyte and Non-Electrolyte Solution (TDM-LENON). Research method was Development and Validation. Questions were validated its content validity and reliability. Based on content validity, 19 questions were deemed valid with 1 Content Validity Ratio (CVR) value. In terms of its reliability, 18 questions were deemed reliable with Cronbach's Alpha value 0,706. All validated questions were applied to 34 students in one of Senior High Schools in Bandung. Based on this application results, students' misconceptions regarding electrolyte and non-electrolyte solution were discovered, with misconception that all electrolyte are ionic compound was found as common misconception in the students (64,7%).

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“…14 Such visualizations support students when connecting the three levels of concept representations, 15,16 and they have been recognized as important tools in learning chemistry. [17][18][19][20] However, in spite of the clear educational potential of visualizations, visual literacy is an often overlooked aspect of science education. 21,22 Griffard 23 emphasized the importance of including visual literacy in undergraduate science classes because students must learn to recognize and understand the elements that compose complex representations.…”

Section: Introductionmentioning

confidence: 99%

Beyond the use of an Explanatory Key Accompanying Submicroscopic Representations

Savec

Hrast

Devetak

et al. 2016

ACSi

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When learning chemistry, students encounter various visualizations introducing scientific concepts and processes unobservable to the naked eye. It is often assumed that these visualizations support students' understanding and enable them to solve problems more efficiently. The research presented here investigates students' use of an explanatory key while solving tasks based on submicroscopic representations. The following features of the explanatory key were examined: 1) colored versus black-and-white, and 2) pictorial versus textual. Eye-fixation patterns and students' verbal explanations indicated that the presence of color in the key does not influence students' task solving. However, significant differences were observed with regard to a textual versus pictorial key used in the tasks: students spent more time and fixated more frequently on the key while solving tasks using a textual key in comparison to a pictorial key. The results indicate that the type of explanatory key might play an important role in revealing students' representational competence with regard to submicroscopic representations.

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Effectiveness of a MORE Laboratory Module in Prompting Students To Revise Their Molecular-Level Ideas about Solutions

Cited by 77 publications

References 22 publications

Knowledge Integration and Wise Engineering

Knowledge Integration and Wise Engineering

Pengembangan Tes Diagnostik Two-Tier Berbasis Piktorial Untuk Mengidentifikasi Miskonsepsi Siswa Pada Materi Larutan Elektrolit Dan Nonelektrolit

Beyond the use of an Explanatory Key Accompanying Submicroscopic Representations

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