UNDERGRADUATE STUDENTS’ MISCONCEPTION ON ACID-BASE AND ARGENTOMETRIC TITRATIONS: A CHALLENGE TO IMPLEMENT MULTIPLE REPRESENTATION LEARNING MODEL WITH COGNITIVE DISSONANCE STRATEGY
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 tre...
| Published in: | International Journal of Education |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
| Published: |
Universitas Pendidikan Indonesia Press
2017-02-01
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| Subjects: | |
| Online Access: | http://ejournal.upi.edu/index.php/ije/article/view/5464 |
| Summary: | 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. |
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| ISSN: | 1978-1342 2442-4730 |