The Application of the Conceptual Change Learning Model Combined with Predict-Observe-Explain to Overcome Student Misconceptions on Chemical Bonds

DOI

10.2991/assehr.k.210909.035How to use a DOI?

Keywords

misconception, conceptual change model, predict-observer-explain model, chemical bonding

Abstract

A misconception is a concept differing from experts’ explanation, resulting in confusion among students. This study aims to apply the conceptual change learning model with a combination of predict-observe-explain to overcome students’ misconceptions about the concept of chemical bonds. The research method was quasi-experimental. The samples were186 students at MAN (Islamic State Senior High School) Banda Aceh. Students’ chemical bonding misconceptions were identified by the four-tier test, and data were then analyzed by the Mann-Whitney test. The results showed a decrease in misconceptions by 0.64 (medium) and 0.05 (low) in the experimental and control classes. Data analysis results showed a significant difference in the decrease of misconceptions between the experimental and control class. This implies that the conceptual change learning model combined with predict-observer-explain can reduce student misconceptions on chemical bonding.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Grafiddin Rahmat
AU  - Hasan Muhammad
AU  - Rahmatan Hafnati
PY  - 2021
DA  - 2021/09/11
TI  - The Application of the Conceptual Change Learning Model Combined with Predict-Observe-Explain to Overcome Student Misconceptions on Chemical Bonds
BT  - Proceedings of the 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020)
PB  - Atlantis Press
SP  - 151
EP  - 156
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210909.035
DO  - 10.2991/assehr.k.210909.035
ID  - Rahmat2021
ER  -