scholarly journals High school students’ scientific argumentation on chemical equilibrium

2021 ◽  
Author(s):  
Muntholib Muntholib ◽  
Asmi’ Munadhiroh ◽  
Nur Candra Eka Setiawan ◽  
Yahmin Yahmin
Keyword(s):  
High School ◽  
High School Students ◽  
Chemical Equilibrium ◽  
Scientific Argumentation ◽  
School Students

scholarly journals Assessment: A Suggested Strategy for Learning Chemical Equilibrium

2019 ◽  
Vol 9 (3) ◽  
pp. 174 ◽  
Author(s):  
Andres Bernal-Ballen ◽  
Yolanda Ladino-Ospina
Keyword(s):  
High School ◽  
High School Students ◽  
Chemical Equilibrium ◽  
Learning Strategy ◽  
Assessment Instruments ◽  
School Students ◽  
Suggested Strategy ◽  
Equilibrium Concentrations ◽  
The Impact ◽  
Time Assessment

Chemical equilibrium is listed as one of the most complicated concepts to learn, and the origin of this phenomenon is attributed to misconceptions, teaching-related problems, and the use of inappropriate didactic approaches. At the same time, assessment is a crucial fragment of educational activities although its relevance as a learning strategy is underestimated. For that reason, we designed and applied unique assessment approaches related to chemical equilibrium to 33 high school students at Colegio Mayor de San Bartolome (Bogotá, Colombia). The results suggested that assessment instruments focused on the identified misconceptions might reduce the impact (of the misconceptions), and students were able to build concepts related to chemical equilibrium whilst they were being assessed. Problems associated with forward and reverse reactions, differences between initial and equilibrium concentrations, and the indiscriminate use of Le Chatelier’s principle were approached by students and significant improvement was achieved through the assessment. Changes associated with assessment perceptions were accomplished and the proposed strategy suggests that it is plausible to learn during the assessment moment.

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

2020 ◽  
Vol 3 (2) ◽  
pp. 99-105
Author(s):  
Muhammad Ali Kurniawan ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Saeed Almuntasheri
Keyword(s):  
High School ◽  
High School Students ◽  
Situated Learning ◽  
Chemical Equilibrium ◽  
Learning Model ◽  
Positive Influence ◽  
School Students ◽  
Significant Difference ◽  
Science Educators ◽  
The Impact

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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