Conception, threshold concept, and troublesome knowledge in redox reaction

Delisma, D; Wiji,; Widhiyanti, Tuszie

doi:10.1088/1742-6596/1521/4/042070

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…As we can now see, interpreting chemical equations representing redox reactions is not a simple feat (Delisma, Wiji, & Widhiyanti, 2020). As they occur at the sub-micro level, chemical reactions must be visualised, rather than observed.…”

Section: Understanding Symbolic Representations Of Chemical Reactionsmentioning

confidence: 99%

Making science come alive : Student-generated stop-motion animations in science education

Orraryd

2021

Studies in Science and Technology Education

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The availability of digital technology in classrooms does not only increase the possibility for teachers to present content in new visual and dynamic ways. This technology also offers students the opportunity to become cocreators of content in science classrooms. The dissertation explores, mainly through qualitative methods, the potential of student generated stop-motion animations in science education research and practice. This exploration is motivated by the challenges learners experience when they are introduced to abstract dynamic science concepts spanning several organisational levels in space and time. In addition, it emphasises the importance of multiple representations for communicating and reasoning about such concepts. This novel approach is used, in combination with a conceptual characterisation of students' written explanations, to expand the knowledge about students' conceptions of evolution by natural selection. The potential of a stop-motion approach to stimulate meaning making of evolution biology and redox-chemistry classrooms is also explored. The thesis consists of four studies and a comprehensive summary with an extended analysis and discussion of the results.

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Section: Understanding Symbolic Representations Of Chemical Reactionsmentioning

confidence: 99%

Making science come alive : Student-generated stop-motion animations in science education

Orraryd

2021

Studies in Science and Technology Education

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“…The results of the analysis can distinguish students who only guess and have a correct and intact conception. Mental models and conceptions that have been identified using mental model diagnostic tests will help in the analysis of troublesome knowledge and threshold concepts of chemistry (Andriani et al, 2021;Delisma et al, 2020;Ulfa et al, 2020; namely the further analysis of important or basic concepts and concepts that cause difficulties for students in learning chemical concepts. So that the two-tier mental model diagnostic test was used in this study to analyze the profile of students' mental models on the concept of chemical bonds.…”

Section: Introductionmentioning

confidence: 99%

Students' Mental Model Profiles on Chemical Bonding Concept Using a Two-Tier Mental Model Diagnostic Test (TDM-Two-Tier)

Hasanah,

Wiji,

Mulyani

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to analyze students' mental models on the concept of chemical bonds using a two-tier mental model diagnostic test. A test with the first tier asking the content and the second tier asking the reasons for the answers at the first tier. The test used has been developed and declared valid with a degree of reliability 0.751. This research is qualitative research with a case study design. Students' mental models are categorized into complete mental models, partial mental models, mental models with misconceptions, and mental models with inconsistencies. In the concept of chemical bonds found 17, 9, 15, and 59% of students with complete, partial, misconceptions, and inconsistencies in mental models respectively. Most students have misconceptions by stating that ionic bonds are formed through atomization and the formation of bonding electrons by reason of the sharing of electrons in ionic crystals. In addition, students understand that the process of forming covalent bonds in oxygen and fluorine occurs because of the attraction between atoms which is greater than the repulsion between bonded atoms. Among the inconsistent concepts found are students explaining the phenomenon of solubility, boiling point, and melting point based on the concept of the electron cloud.

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“…Redox reaction is widely regarded as one of the most difficult chemistry subjects in the teaching and learning process (Chiang et al, 2014;Qian, 2009). The topic of redox reaction contains many concepts that are textually similar but have different meanings, which confuses students and makes it difficult to correctly understand the meanings and interrelationships of the concepts (Delisma et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Applying Factor Analysis for Assessing Knowledge Structure of Students in Grade 10: The Subject of Redox Reaction

Tang

Zhu

Qian

2022

JBSE

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Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students' knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students' minds. Keywords: redox reaction, chemistry education, knowledge structure, factor analysis

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Conception, threshold concept, and troublesome knowledge in redox reaction

Cited by 4 publications

References 18 publications

Making science come alive : Student-generated stop-motion animations in science education

Making science come alive : Student-generated stop-motion animations in science education

Students' Mental Model Profiles on Chemical Bonding Concept Using a Two-Tier Mental Model Diagnostic Test (TDM-Two-Tier)

Applying Factor Analysis for Assessing Knowledge Structure of Students in Grade 10: The Subject of Redox Reaction

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