THE EFFECTIVENESS OF PREDICT–OBSERVE–EXPLAIN TECHNIQUE IN PROBING STUDENTS’ UNDERSTANDING ABOUT ACID–BASE CHEMISTRY: A CASE FOR THE CONCEPTS OF pH, pOH, AND STRENGTH

Kala, Nesli; Yaman, Fatma; Ayas, Alipaşa

doi:10.1007/s10763-012-9354-z

Cited by 63 publications

(61 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research on chemistry misconceptions in acids-bases has been done by Pinarbasi (2007), showing that Turkey undergraduate students have some general misconceptions on the concept of acid and base. Another similar misconception of acid-base has also been found by Cros et al (1986Cros et al ( , 1988; Nakleh and Krajcik (1994); Kala et al (2013); Damanhuri et al (2016);and Tumay (2016). In this regard, Ozmen and Yildirim (2005) argued that Chemistry includes a number of abstract concepts; therefore, most students have difficulties in understanding and learning these concepts.…”

Section: Introductionsupporting

confidence: 54%

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Widarti

Permanasari

Mulyani

2017

IJE

View full text Add to dashboard Cite

The study was conducted to map the misconception pattern of chemistry prospective teachers who learned acid-base and argentometric titration. Further, it attempts to minimize misconception through a multiple representation model of learning chemistry with cognitive dissonance strategy. The first treatment was done on acid-base titration and the second treatment on argentometric titration materials. The multiple choice test with open reasons was administered to 30 undergraduate students. The finding shows that 28.6% students have the same pattern of misconception while learning in both of the courses. After the treatment, misconception decreased to 9.5% on the first treatment, and 9.4% on the second treatment. The model was found to be suitable to decrease the misconception, but could not change the misconception into "zero misconception", especially for microscopic and symbolic representations.

show abstract

Section: Introductionsupporting

confidence: 54%

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Widarti

Permanasari

Mulyani

2017

IJE

View full text Add to dashboard Cite

show abstract

“…In adintion, it can also increase students ' ability to think critically (Hilario, 2015;Tlala, 2011). The strategy presents a teaching strategy that POE is more effective (Ozdemir et al, 2011;Liew & Treagust, 2004;Kala, 2013). POE'S model can also be used to identify misconceptions on students or can reduce the misunderstanding of student (Ayvaci, 2013;Ozdemir et al, 2011;Kibirige, et al 2014;Tlala, 2011;Nana, et al 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Kemuinan mereka melakukan observasi terhadap apa yang mereka lihat, dan akhirnya menyelaraskan hasil prediksi dan observasi mereka". The participation of learners is marked with predict, observe and describe for the learning process (Kala et al, 2013;Tlala, 2011;Karamustafaoglu, 2015;Ayvaci, 2013).…”

Section: Discussionunclassified

Improving Students Skills in Writing Letters of Commerce by Developing Correspondence Module-based POE (Predict-Observe-Explain)

Kumalasari¹,

Churiyah²,

Sukmawati³

2017

JPBM

View full text Add to dashboard Cite

Education is a very important aspect to be noticed in order to produce good quality human resources, when the education system in a country can be implemented properly, it will produce a good quality human resources. The definition of education in particular have been regulated in UU Nomor 20 tahun 2003 States that "pendidikan merupakan suatu usaha sadar dan terencana yang dilakukan oleh pendidik melalui bimbingan, pengajaran, dan latihan untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik aktif yang mengarah pada tercapainya pribadi yang dewasa". When observing the direction of the educational development in the era of the tranformation of science and technology and the globalization of life, then it appears that the learning process in the classroom must be able to lead an effort to build a competitive learning climate, independent learning and capable of learning encourages students to internalize and transform new knowledge. The learning strategy patterns by the experts often called the pattern learning with contructivistic approach.When observing the direction of the education development in the era of tranformasion of science and technology as well as the globalization, it appears that the learning process in the classroom must be able to lead an effort to build

show abstract

“…However, concept test as a cognitive measure (Bradley & Mosimege, 1998), interviews (Drechsler & Driel, 2008Hand, 1989;Kala et al, 2013;Üce & Sarıçayır, 2002), and attitude or aptitude scales (i.e. Kılavuz, 2005;Üce & Sarıçayır, 2002) have been widely preferred to measure the sample's views/attitudes and their conceptual understanding of the acid-base concepts.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Also, several of these studies emphasized that some alternative conceptions were still robust to change even after the instruction (Kala et al, 2013;Özmen, Demircioğlu, & Coll, 2009). For chemistry attitude studies, some found positive attitudinal change towards chemistry (Botton, 1995;Feng & Tuan, 2005) but others elicited no attitudinal change towards chemistry (Üce & Sarıçayır, 2002).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Ültay

Çalık

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with 'acids and bases' subject on pre-service science teachers' conceptions and attitudes towards chemistry and to compare them with each other. Within quasi-experimental research design, the sample comprised of 95 pre-service science teachers from Faculty of Education in Giresun University, Turkey. Three intact groups were randomly assigned as either experimental and control groups. To gather data, Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and Experiences Questionnaire (CAEQ) and semistructured interviews were used. The results denote that REACT strategy is effective in helping the pre-service science teachers retain their gained conceptions in long-term memory whilst 5Es learning model is efficient in achieving conceptual learning. Finally, future studies should test the effects of REACT strategy and 5Es learning model on different variables (i.e. sample, subject, scientific process skills, scientific inquiry) over a longer period of time (i.e. one semester or one-year).Keywords: acids and bases, REACT Strategy, 5Es learning model, contextual learning, constructivism INTRODUCTIONConstructivist learning theory claims that learning is an interaction between new knowledge and pre-existing knowledge (e.g. Bybee, Taylor, Gardner, van Scotter, Powell, Westbrook & Landes, 2006;Driver, 1981). To achieve constructivist learning, 3Es (Explore-Explain-Elaborate) (called Learning Cycle Model), 4Es (Engage-Explore-Explain-Evaluate), 5Es (Engage-Explore-Explain-ElaborateEvaluate) and 7Es (Excite-Explore-Explain-Expand-Extend-Exchange-Examine) learning models have been released (e.g. Bybee, 2003;Eisenkraft, 2003). Of these models, 5Es learning model, which has been adopted for structuring teaching and learning, is widely used by the science educators (Bybee et al., 2006). However, some authors point to shortcomings of elaboration stage (forth step in 5Es learning model) that asks the students/learners for linking their gained experiences with daily life or socioscientific or science-technology-society issues (Kurnaz & Çalık, 2008). Unfortunately, most of 5Es learning papers have confused this stage with the last one (evaluation stage) (e.g. Er Nas, Coruhlu & Cepni, 2010). Inability to associate daily life or socioscientific issues with scientific knowledge (Demircioğlu, Demircioğlu & Çalık, 2009;Gilbert, 2006;Stolk, Bulte, de Jong, & Pilot, 2009a;Ültay & Çalık, 2012) calls for a new learning pedagogy, for example context-based approach, which centralize the learning and teaching around one main context. Because the context-based approach also deploys constructivist learning theory (e.g. Berns & Erickson, 2001;Crawford, 2001;Glynn & Koballa, 2005), the student's pre...

show abstract

THE EFFECTIVENESS OF PREDICT–OBSERVE–EXPLAIN TECHNIQUE IN PROBING STUDENTS’ UNDERSTANDING ABOUT ACID–BASE CHEMISTRY: A CASE FOR THE CONCEPTS OF pH, pOH, AND STRENGTH

Cited by 63 publications

References 28 publications

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Improving Students Skills in Writing Letters of Commerce by Developing Correspondence Module-based POE (Predict-Observe-Explain)

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Contact Info

Product

Resources

About