Study of the Use of the Three Levels of Thinking and Representation

Стојановска, Марина; Petruševski, Vladimir M.; Šoptrajanov, Bojan

doi:10.20903/csnmbs.masa.2014.35.1.52

Cited by 22 publications

(21 citation statements)

References 38 publications

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“…In the field of science, especially chemistry, learning without proper understanding makes chemistry seem difficult for the students. Chemistry material is difficult to be understood and learned, especially when students are in a position to believe in something without seeing (Stojanovska et al, 2014). In the initial material in the International standard chemistry curriculum, the material property particulate, subjects such as atoms, molecules, particle kinetic motions, or diffusion events are matter that cannot be observed directly.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Wardani

Kusuma

2020

JPII

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This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.

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Section: Introductionmentioning

confidence: 99%

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Wardani

Kusuma

2020

JPII

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“…Some use the term misunderstanding, misinterpretation of fact, and naïve believe [29]. There are also those who use the terms alternative concepts and native conception [30], [31] and use the terms alternative frameworks, intuitive beliefs, and pre-conceptions.…”

Section: The Results and Discussionmentioning

confidence: 99%

Paper Conceptions and Misconceptions of Pre-Service Teacher about Light

Wahyuni¹,

Rustaman²,

Rusdiana³

et al. 2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The purpose of this study is to define a description of the various conceptions and misconceptions of pre-service physics teacher about the concept of light in basic physics courses. This research was conducted on 96 students of a pre-service physics teacher in one of the state universities (PTN) in Makassar. The mixed method was used in this study. Data collection in this research is through observation, test, analysis of test results, limited interviews, and analysis of data by quantitative and qualitative. The result of this research is found the misconception of pre-service physics teacher about the concepts of physics, especially about the concept of light. This shows that the low understanding of the concept of preservice physics teacher to the basic concepts of physics, causing misconception. Therefore , that misconceptions are defined an information to develop a continuous research that can contribute to improving the quality of teachers candidates, especially physics teachers who will give a positive impact on improving the quality of education, especially in Indonesia by developing a programming of basic physics course oriented conceptual change to eliminate a misconceptions on pre-service physics teacher).

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“…They are low in proficiency level to visualize structures and applications to chemical phenomena, they merely focus on memorizing submicroscopic and symbolic representation. So they cannot well imagine the process and structure of the phenomena and show misconceptions (Adadan, 2014;Adesoji & Omilani, 2012;Barke et al, 2009;Hand & Choi, 2010;Linenberger & Bretz, 2012;Luxford & Bretz, 2014;Madden et al, 2011;Ramnarain & Joseph, 2012;Stojanovska et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Model of Educational Reconstruction: Students’ Conceptual Knowledge on Solid State Chemistry Domain

Nursa’adah

Liliasari

Mudzakir

et al. 2018

JPII

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Solid state chemistry (SSC) concept is abstract yet makes it difficult for students. Considering students’ and scientist conception in designing a learning sequence, it is important to make scientific knowledge to be comprehensible for students. Model of Educational Reconstruction (MER) was adopted to define learning in order to develop students’ Conceptual Knowledge (CK) of the SSC concept. A sequence of learning activities was designed based on the MER. The purpose of this study was to examine the use of MER in developing students’ CK. One group pre- and post-test experimental design employed in this study. CK on SSC structured essay test consisting of 26 items were developed to measure students’ CK before and after their involvement in learning. Paired sample t-tests were employed and the results showed significant differences in the overall domain-knowledge (p < .001). In detail, students’ CK categorized into complete (C), incomplete (IC), misconception (M), incorrect (I), and no answer (NA). After the intervention, the number of students that answered correctly increased (57,4% complete and 21% incomplete). This study showed that MER was an effective learning design to develop students’ conceptual knowledge of chemistry concepts.

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Study of the Use of the Three Levels of Thinking and Representation

Cited by 22 publications

References 38 publications

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

Paper Conceptions and Misconceptions of Pre-Service Teacher about Light

The Model of Educational Reconstruction: Students’ Conceptual Knowledge on Solid State Chemistry Domain

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