Students’ mental models on the solubility and solubility product concept

The Solubility of Nitrogen and Nitrides in Ternary Liquid Iron Alloys. The Limits of the 'Solubility Product' Concept

Materials Science Forum ◽

10.4028/www.scientific.net/msf.414-415.491 ◽

2003 ◽

Vol 414-415 ◽

pp. 491-0 ◽

Cited By ~ 2

Author(s):

Maziar Sahba Yaghmaee ◽

György Kaptay

Keyword(s):

Liquid Iron ◽

Solubility Product ◽

Iron Alloys ◽

Product Concept

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Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

International Journal of Science and Applied Science Conference Series ◽

10.20961/ijsascs.v2i1.16682 ◽

2017 ◽

Vol 2 (1) ◽

pp. 72

Author(s):

Bayu Antrakusuma ◽

Mohammad Masykuri ◽

Maria Ulfa

Keyword(s):

Solubility Product ◽

Process Skills ◽

Science Process Skills ◽

Process Skill ◽

Product Concept ◽

Student Activity ◽

Science Process Skill ◽

Chemistry Textbooks ◽

Descriptive Method

<p class="Abstract">The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.</p>

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Acquisition and Use of Mental Operators: Effects of Type of Practice

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027//1618-3169.49.2.141 ◽

2002 ◽

Vol 49 (2) ◽

pp. 141-152 ◽

Cited By ~ 3

Author(s):

Burkhard Müller ◽

Jürgen Gehrke

Keyword(s):

Mental Models ◽

Test Performance ◽

Physical World ◽

Test Phase ◽

Acquisition Phase ◽

Practice Test ◽

Subsequent Test ◽

Use Of Knowledge

Abstract. Planning interactions with the physical world requires knowledge about operations; in short, mental operators. Abstractness of content and directionality of access are two important properties to characterize the representational units of this kind of knowledge. Combining these properties allows four classes of knowledge units to be distinguished that can be found in the literature: (a) rules, (b) mental models or schemata, (c) instances, and (d) episodes or chunks. The influence of practicing alphabet-arithmetic operators in a prognostic, diagnostic, or retrognostic way (A + 2 = ?, A? = C, or ? + 2 = C, respectively) on the use of that knowledge in a subsequent test was used to assess the importance of these dimensions. At the beginning, the retrognostic use of knowledge was worse than the prognostic use, although identical operations were involved (A + 2 = ? vs. ? - 2 = A). This disadvantage was reduced with increased practice. Test performance was best if the task and the letter pairs were the same as in the acquisition phase. Overall, the findings support theories proposing multiple representational units of mental operators. The disadvantage for the retrognosis task was recovered in the test phase, and may be evidence for the importance of the order of events independent of the order of experience.

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