USING A FOUR-TIER DIAGNOSTIC TEST TO IDENTIFY STUDENTS'MISCONCEPTIONS ABOUT PURE SUBSTANCES, MIXTURES AND SEPARATION OF MIXTURES
One concept in chemistry that is fundamental and essential yet difficult for students to understand and have misconceptions is matter. Studies on misconceptions about this topic have been developed previously using two-tier tests, but there have been relatively few studies using a four-tier test app...
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2023-08-29.
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| Summary: | One concept in chemistry that is fundamental and essential yet difficult for students to understand and have misconceptions is matter. Studies on misconceptions about this topic have been developed previously using two-tier tests, but there have been relatively few studies using a four-tier test approach. In this study, a survey of 121 seventh grade junior high school students (59 male and 62 female) was completed using a four-tier test on matter topics and interviews. The result showed that students' conception in matter topic was misconception (32.8%), false positif (22.5%), lack of knowledge (16.3%), scientific knowledge (15.6%), and false negatif (12.9%). Students have more misconceptions than scientific knowledge. Most students hold misconception about element in question number 9 (51.3%), compound in question number 10 (48.8%) and heterogeneous mixture in question number 3 (38.8%). It is proposed that the results are due to students' restricted ability to identify chemical elements and inability to visualize heterogeneous mixtures at a submicroscopic level. Inability to identify chemical elements contribute to students' unfamiliarity with chemical elements. School lessons need to be improved in order to help students build scientific knowledge and eliminate misconceptions by connecting the concepts with daily life and delivering the lessons in three levels of representation (macroscopic, sub-microscopic, and symbolic). |
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| Item Description: | http://repository.upi.edu/103627/1/S_IPA_1907782_Title.pdf http://repository.upi.edu/103627/2/S_IPA_1907782_Chapter%201.pdf http://repository.upi.edu/103627/3/S_IPA_1907782_Chapter%202.pdf http://repository.upi.edu/103627/4/S_IPA_1907782_Chapter%203.pdf http://repository.upi.edu/103627/5/S_IPA_1907782_Chapter%204.pdf http://repository.upi.edu/103627/6/S_IPA_1907782_Chapter%205.pdf http://repository.upi.edu/103627/7/S_IPA_1907782_Appendix.pdf |