Determination of Prospective Chemistry Teachers’ Cognitive Structures and Misconceptions About Stereochemistry

Abstract

The purpose of this study was to investigate the cognitive structures of chemistry teacher candidates about "stereochemistry". A case study research method, one of the qualitative research patterns, was used in the study and the sample of study involved 28 prospective chemistry teachers who had taken Organic Chemistry I and II courses at Education Faculty of a middle Anatolian university. For the data collection, stereochemistry concept inventory comprising of 20 questions was used. In the analysis of data, students' responses in SCI were categorized. The detailed analysis of the results indicated that chemistry teacher candidates had some misconceptions concerning stereochemistry parallel to the literature. Based on these observations, some suggestions were presented for improving students' foundational understanding about stereochemistry.

Innovation and Validation of an Assessment Method Using Molecular Models Following Stereochemistry Instruction in an Organic Chemistry Course

“…A previous study on misconceptions about stereochemistry by Durmaz et al found that only 25% and 7.1% of the students correctly answered plane of symmetry related questions. 19 Comparison between the Students' Results from This Method Using Physical Models and the Conventional Method Using 2D Paper-Based Models…”

Validitas & Praktikalitas: Modul Kibas Asah (Kimia Berbasis Lahan Basah) Terintegrasi AR-Sparkol Pada Materi Larutan Penyangga sebagai Media Pembelajaran Inovatif

“…Masalah atau isu yang disajikan berupa permasalahan lingkungan di lahan basah sehingga hal ini menambah originaltas dan otentisitas produk yang dikembangkan. Penyajian isu dinilai sebagai konflik kognitif agar terlatih menggunakan daya nalar, struktur kognitif, dan model mental mereka agar mereka memiliki pespektif sains yang ilmiah terhadap lingkungan alam sekitar (Barke et al, 2009;Darmiyanti et al, 2017;Durmaz, 2018;Gilbert & Treagust, 2009;Mahardika, Ridwan, & Rahmawati, 2018;Pande & Chandrasekharan, 2017;Yuanita & Ibrahim, 2015). Menurut (Budiningsih, 2009) bahwa, penyajian konflik kognitif merangsang daya berpikir siswa sehingga mereka secara bertahap akan mengkonstruk pengetahuannya dengan baik sesuai teori dan kajian ilmiah.…”

Integrasi Konsep Multi Representasi dengan Gaya Belajar sebagai Penguatan & Rekonstruksi Pengetahuan dalam Pembelajaran Kimia

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