High‐school Students' Conceptual Difficulties and Attempts at Conceptual Change: The case of basic quantum chemical concepts

2009 ◽  
Vol 31 (7) ◽  
pp. 895-930 ◽  
Author(s):  
Georgios Tsaparlis ◽  
Georgios Papaphotis
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Change ◽  
Quantum Chemical ◽  
School Students ◽  
Chemical Concepts ◽  
Conceptual Difficulties

scholarly journals The effectiveness of Activity-Based Conceptual Change Modules on Increasing Student Scientific Knowledge and Reducing Students Misconception on Electromagnets

2019 ◽  
Author(s):  
Ketut Suma
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Change ◽  
Scientific Knowledge ◽  
Test Score ◽  
The Other ◽  
Control Group ◽  
School Students ◽  
Student Misconception ◽  
Experimental Group

This study aims to investigate the effectiveness of activity-based conceptual change module in increasing the level of scientific knowledge and reducing the level of students’ misconception on electromagnets. The participant consist of 194 high school students from sixth classes. Three of the classes were assigned randomly as an experimental group and the other classes as a control group. The experimental group gets learning facilitated by activity-based conceptual module, while the control group gets learning facilitated by a conventional textbook. The level of scientific knowledge and students’ misconception were measured by the Three-Tier Electromagnets Test. The data about the level of scientific knowledge and student misconception were analyzed by the ANCOVA with pre-test score used as a covariate. The results showed that the activity-based conceptual change module was effective to increase the level of scientific knowledge and reduce the level of student misconception in an electromagnet

scholarly journals Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

2021 ◽  
Vol 16 (22) ◽  
pp. 167-188
Author(s):  
Ida Kaniawati ◽  
Widyatami Nurul Maulidina ◽  
Hera Novia ◽  
Iyon Suyana ◽  
Achmad Samsudin ◽  
...  
Keyword(s):  
High School ◽  
Computer Simulation ◽  
High School Students ◽  
Conceptual Change ◽  
Computer Simulations ◽  
Effect Size ◽  
Learning Model ◽  
Public High School ◽  
Mixed Method Research ◽  
School Students

Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.

Researching Language and Semiotic Registers in Chemistry Lessons Using Multimodal Narratives

2019 ◽  
pp. 324-338
Author(s):  
Carolina José Maria
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Chemistry Teacher ◽  
School Students ◽  
Video Recordings ◽  
Chemical Concepts ◽  
Semiotic Registers

The main objective of this chapter is to extend the discussion of language and the use of semiotic registers in chemistry lessons. Audio and video recordings, students' notebooks, photographs of content, and activities recorded on the blackboard in chemistry lessons for high school students taught in a public school in the interior of the State of São Paulo enabled the construction of multimodal narratives (MNs). The qualitative analysis of the MNs allowed the identification and understanding of the semiotic registers present in eight lessons conducted by a chemistry teacher. The study revealed several semiotic registers present in the lessons, but there is little exploration of the processes of conversion between semiotic registers by the teacher and therefore by the students. The use of different semiotic registers without the necessary understanding of them can result in difficulties in the teaching and learning processes of chemical concepts.

scholarly journals METAVISUAL STRATEGY FOR THE BUILD AND REBUILDING OF CHEMICAL CONCEPTS IN THE SYMBOLIC LEVEL WITH THE ASSISTANCE OF IMAGES

2015 ◽  
Vol 12 (2) ◽  
pp. 65-74
Author(s):  
Solange Locatelli ◽  
Agnaldo Arroio
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
The Other ◽  
Learning Sequence ◽  
Research Focus ◽  
School Students ◽  
Chemical Concepts ◽  
The Subject

Considering the opportunity of reconstruction of ideas is very important for success in the learning process. For this purpose, a metavisual strategy was used, comparing images, one made by the students and the other presented by the researcher so they could compare and be able to rebuild their ideas, the latter an image based on a scientific accepted model. The research focus was the comprehension of the symbolic level by the learners while studying two electrochemical interactions by comparing images and rethinking about them. Thirty-two high school students, organized in pairs, participated in the research carrying out a proposed teaching and learning sequence (TLS) in the classroom. First, the students proposed hypotheses and then they had the opportunity to rethink about them modeling their learning. Students were filmed and the transcriptions and registers made by them were analyzed later. The results indicate a qualitative and progressive improvement in the learning of the subject when using the metavisual strategy, bringing evidence that it can be efficient to build and rebuild initial concepts in electrochemistry. Key words: electrochemical teaching, metacognition, metavisualization, metavisual strategy, modeling.

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