Mental Models in Chemistry: Prospective Chemistry Teachers’ Mental Models of Chemical Equilibrium

Abstract

In this study, we described research into prospective chemistry teachers' mental models for chemical equilibrium. This research aimed to describe the profile of prospective chemistry teachers' mental models of chemical equilibrium. This study was held at one university in Tangerang. The subjects in this study were 22 students. The method used is the descriptive research method, using diagnostic tests as a research instrument. The research outcome showed 59.42% for the macroscopic stage, 51.34% sub-microscopic stage, and 66.18% symbolic stage. This outcome showed the variety of the understanding of prospective chemistry teachers for every level of chemical representation but generally, the understanding at the submicroscopic level was still relatively low. The profile of the mental models at each level of representation showed varied results but on average has a higher percentage in the Phenomenon Model and the Character-Symbol Model. The category of mental models at each level of representation mainly shows a linkage between the characteristic of the level of representation and the students’ mental model type. The result of this work point to the need of developing a learning strategy that accommodates the multiple representations. The next study also should recognize that sub-microscopic level representation is very important as this level help the students understand the scientific concept and give the correct explanation to chemical phenomena and reduce the misconception.

Mental model of the influence of reactant properties on reaction rate

“…Mental models have been researched by a variety of scientific disciplines, and the way researchers approach the topic varies. For example, in chemistry researchers identified mental models on the concepts of acid-base solutions (Lin and Chiu, 2007), atomic structure (Sunyono, 2018), chemical equilibrium (Ulinnaja and Muntholib, 2019), electrolyte and non-electrolyte solutions (Suja et al 2021), galvanic cells (Supasorn, 2015), and reaction mechanism (Bongers et al 2020). Each student's mental model is different because mental models are individual (Coll and Treagust, 2003).…”

From Symbolic Representation to Submicroscopic One: Preservice Science Teachers’ Struggle with Chemical Representation Levels in Chemistry

“…This result shows that PSTs may be successful at the symbolic level because of their achievements in math since although they were able to balance the equations in the chemical reactions, some of them did not consider even the coefficients of compounds or molecules while drawing them in the submicroscopic level. It indicates that PSTs' understanding of chemical reactions at the symbolic level dominates more than the other two levels (Sinaga, 2022). It is possible that PSTs' success in presenting the chemical reactions at the symbolic level does not guarantee the ability to represent the given reactions at the sub-microscopic level (Putica, 2022).…”

Penggunaan Multimedia Interaktif dalam Meningkatkan Minat Belajar Siswa pada Pembelajaran Kimia

“…Memiliki pengetahuan yang memadai dalam bidang kimia menawarkan beberapa manfaat, diantaranya mengetahui fenomena seperti perubahan warna, perubahan wujud/fase zat, dan memiliki kontribusi dalam pertanian, kesehatan, serta displin ilmu lain (Juwairiah, 2013). Siswa diharapkan memiliki penengetahuan yang utuh tentang materi pembelajaran kimia, sehingga dapat menghubungkan berbagai representasi, makroskopis, submikroskopis dan simbolik yang sering ditemukan dalam kehidupan sehari-hari (Sinaga, 2022). Akan tetapi, keterbatasan strategi dan media pembelajaran menjadikan materi pembelajaran kimia yang membahas aspek mikroskopis dan submikroskopis menjadi abstrak, sulit dipahami dan membosankan.…”