Students’ Misconceptions on Titration

Widarti, Hayuni Retno; Permanasari, A; Mulyani, Sri

doi:10.1088/1742-6596/812/1/012016

Cited by 2 publications

(3 citation statements)

References 15 publications

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“…Investigations into student understanding of mole quantities, mole concentrations, solutions, and solution stoichiometry have included high school students, , college students, − analytical chemistry students, teacher candidates, , graduate students, and teachers . In these investigations, a wide range of methods have been used, including surveys and questionnaires, problems in multiple-choice and open-response format, analysis of written work, think aloud protocols, interviews, and activities connected to laboratory experiments.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Solution stoichiometry and volumetric analysis are important topics in analytical chemistry courses. In a study of analytical chemistry students, students scored low (approximately 25%) on a question involving calculation of the number of moles of NaOH needed for titration with 10 mL of a 0.1 M oxalic acid solution. This question was made more challenging by using the name oxalic acid, not the formula, and giving no information as to whether the acid was monoprotic or diprotic.…”

Section: Literature Reviewmentioning

confidence: 99%

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Strategies Undergraduate Students Use to Solve a Volumetric Analysis Problem before and after Instruction

2022

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This study investigated the strategies students in general chemistry and analytical chemistry courses used before and after instruction to solve a volumetric analysis problem in which the molar ratio was not 1:1. Questions like this have historically been very challenging for high school and undergraduate students. Student writing on open-response problems was analyzed to determine the problem-solving approach and identify errors made during the calculation. The two most prevalent strategies on pretests and post-tests were calculating mole amounts and using the equation M 1 V 1 = M 2 V 2. Performance was significantly lower for students using the M 1 V 1 = M 2 V 2 as they often assumed a 1:1 molar ratio. The M 1 V 1 = M 2 V 2 heuristic was very popular despite its exclusion from formal instructional resources such as the textbook or lecture, and teachers seeking to improve instruction in this area must account for students using an approach not introduced in the classroom.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Strategies Undergraduate Students Use to Solve a Volumetric Analysis Problem before and after Instruction

2022

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“…Kay and Yin [4] revealed some aspects causing misconception, including: First, the teachers do not realise about misconception even though they have taught students for years, Second students feel confident in their understanding, Third the explanation of the concept is not representative, so it tends to be excessive, Fourth inappropriate analogy by the teachers, and Fifth there is an ambiguous meaning of the concept. Previous studies have identified misconception in chemistry such as misconception analysis of chemical bonds [5,6,7,8,9,10,11,12,13], redox reactions [14], titration [15], covalent bonds [16], ionic bonds [17], covalent and octet bonds [18], hybridization [19], chemical equilibrium [20,21] and chemical kinetics [22,23]. One of the students' misconceptions about chemical bonds is that they cannot accurately describe the ionic and covalent bonds [2 4].…”

Section: Introductionmentioning

confidence: 99%

The Application of the Conceptual Change Learning Model Combined with Predict-Observe-Explain to Overcome Student Misconceptions on Chemical Bonds

Rahmat¹,

Muhammad²,

Rahmatan³

2021

Advances in Social Science, Education and Humanities Research

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A misconception is a concept differing from experts' explanation, resulting in confusion among students. This study aims to apply the conceptual change learning model with a combination of predict-observe-explain to overcome students' misconceptions about the concept of chemical bonds. The research method was quasi-experimental. The samples were186 students at MAN (Islamic State Senior High School) Banda Aceh. Students' chemical bonding misconceptions were identified by the four-tier test, and data were then analyzed by the Mann-Whitney test. The results showed a decrease in misconceptions by 0.64 (medium) and 0.05 (low) in the experimental and control classes. Data analysis results showed a significant difference in the decrease of misconceptions between the experimental and control class. This implies that the conceptual change learning model combined with predict-observer-explain can reduce student misconceptions on chemical bonding.

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Students’ Misconceptions on Titration

Cited by 2 publications

References 15 publications

Strategies Undergraduate Students Use to Solve a Volumetric Analysis Problem before and after Instruction

Strategies Undergraduate Students Use to Solve a Volumetric Analysis Problem before and after Instruction

The Application of the Conceptual Change Learning Model Combined with Predict-Observe-Explain to Overcome Student Misconceptions on Chemical Bonds

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