Literaturnachweis - Detailanzeige
| Autor/inn/en | Jusniar, Jusniar; Effendy, Effendy; Budiasih, Endang; Sutrisno, Sutrisno |
|---|---|
| Titel | Eliminating Misconceptions on Reaction Rate to Enhance Conceptual Understanding of Chemical Equilibrium Using EMBE-R Strategy |
| Quelle | In: International Journal of Instruction, 14 (2021) 1, S.85-104 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1694-609X |
| Schlagwörter | Foreign Countries; High School Students; Secondary School Science; Scientific Concepts; Concept Formation; Misconceptions; Chemistry; Teaching Methods; Instructional Effectiveness; Readiness; Cognitive Processes; Reflection; Indonesia |
| Abstract | The objective of this study is to compare the effectiveness of EMBE-R and verification strategies in eliminating the rate of reaction (RR) misconceptions on different scientific reasoning capabilities (SRC) and improving students' understanding of concepts in chemical equilibrium (CE). This quasi-experimental design involved two homogeneous classes. One class taught using EMBE-R strategy, while the other class prepared with a verification strategy. Students' misconceptions in RR identified using a three-tier test, understanding of concepts in CE using a subjective test, and SRC using the scientific reasoning test. The percentage of RR misconception elimination using EMBE-R strategy with a high and low-level SRC is 76.7 and 72.3, whereas in verification strategy is 61.1 and 32.4. Students' understanding of CE showed a significant difference with the t-test. The average scores for EMBE-R and verification strategies, respectively 73.8 and 62.4. EMBE-R strategy is more effective than verification in eliminating students' misconceptions in RR. Elimination of misconceptions for students with a high-level is easier than a low-level of SRC. EMBE-R strategy produces a better understanding of concepts in CE than verification. Application of EMBE-R strategy is highly recommended in teaching other chemistry materials having the same characteristics since this strategy is effective in eliminating misconceptions of prerequisites and produces a better students' understanding of new related concepts. (As Provided). |
| Anmerkungen | International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
