The effect of a conceptual change approach on understanding of students’ chemical equilibrium concepts

Atasoy, Basri; Akkuş, Hüseyin; Kadayifçi, Hakkı

doi:10.1080/02635140903162587

Cited by 23 publications

(19 citation statements)

References 37 publications

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“…Pre-and post-EFE [F(1.00, 95.00) = 35.99, p < 0.05] also show there were increased in scores after treatments were given (as can be seen in Table 10 and 11, Figure 3, 4 and 5). 1997), and Sanger and Greenbowe (1999) discovered that the environment, language, classroom materials, textbooks, students' attitudes to the subject matter, incompatibility of teaching approaches with students' learning styles caused alternative conceptions [10]. Some abstract Electrochemistry concepts are presented into concrete form in Post-SRS and Post-LT Tests to make them sense for learning.…”

Section: One-way Anova Testmentioning

confidence: 99%

Integrated Traditional Learning Model (TLM) or Cooperative (CLM) with the Motivational Level towards Understanding the Concept and Scientific Reasoning Skills in Electrochemistry for Form 4 Students among 3 Schools in LMS Area

Yahaya¹

2013

IOSRJRME

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Section: One-way Anova Testmentioning

confidence: 99%

Integrated Traditional Learning Model (TLM) or Cooperative (CLM) with the Motivational Level towards Understanding the Concept and Scientific Reasoning Skills in Electrochemistry for Form 4 Students among 3 Schools in LMS Area

Yahaya¹

2013

IOSRJRME

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“…Despite the advantages of the conventional approach, some deficiencies, such as the lack of students' motivation and allowing opportunities for learners to solve problems, can deter educators from considering it as a preferred teaching-approach (Atasoy, Akkus, & Kadayifci, 2009). This approach has been criticized for its tendency to make students passive (Henikusniati, Andayani, & Savalas, 2015) and less effective in overcoming misconceptions (Demircioglu, Ayas, & Demircioglu, 2005;She & Lee, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

Kurniawan¹,

Rahayu²,

Fajaroh³

et al. 2020

J. Sci. Learn.

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This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.

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“…Physics is a branch of science regarding understanding concepts and their application in problem solving. To achieve this goal conceptual change is needed by modifying the students' initial knowledge to match the actual scientific knowledge (Atasoy, 2009). In general, when students entering the class, they have wrong knowledge that built by themselves as a result of interaction with nature ( Suparno, 2013).…”

Section: Introductionmentioning

confidence: 99%

Developing Lup Instrument Test to Measure Higher Order Thinking Skills (HOTS) Bloomian for Senior High School Students

Erfianti¹,

Istiyono²,

Kuswanto³

2019

International Journal of Educational Research Review

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The study aims to developing lup instrument test for measurng higher order thinking skills of students in physics learning. The 4D stage of the model consists of define, planning, design, and disseminate stages. The assessment instrument was developed based on HOTS indicators inc lude the ability to analyze (C4), evaluate (C5), and creat (C6). The test form is a reasoning multiple choice. S ubject of this research were all student of XI MIA 1 and XI MIA2 on 2nd semester at S MA Negeri 1 Depok in academic year of 2017/2018. Result of this research are: 1) the higher order thinking skills test instrument proved valid and worthy of use in the learning process. Based on expert validation, the test is valid with Aiken V index value of 0.89, the average value and standard deviation of INFIT MNS Q is 1.01 ± 0.09, and has a good degree of difficulty with a range of difficulty levels between -1.29 to 1.35. The higher order thinking skills test can also be used to measure students higher order thinking skills in physics learning with very low to excellent categories . ©IJERE. All rights reserved

show abstract

The effect of a conceptual change approach on understanding of students’ chemical equilibrium concepts

Cited by 23 publications

References 37 publications

Integrated Traditional Learning Model (TLM) or Cooperative (CLM) with the Motivational Level towards Understanding the Concept and Scientific Reasoning Skills in Electrochemistry for Form 4 Students among 3 Schools in LMS Area

Integrated Traditional Learning Model (TLM) or Cooperative (CLM) with the Motivational Level towards Understanding the Concept and Scientific Reasoning Skills in Electrochemistry for Form 4 Students among 3 Schools in LMS Area

Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

Developing Lup Instrument Test to Measure Higher Order Thinking Skills (HOTS) Bloomian for Senior High School Students

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