Misconceptions in Rate of Reaction and their Impact on Misconceptions in Chemical Equilibrium

Abstract

Descriptive correlational research was conducted to discover misconceptions on Rate of Reaction (RR) that impact on Chemical Equilibrium (CE) misconceptions. This research was conducted to 245 eleventh-grade students of High School in Gowa, South Sulawesi, Indonesia, that having been studied the RR and CE topics. Misconceptions data were collected using three-tier tests and semi-structured interviews. The data were analyzed using descriptive and correlational analysis. Description of RR misconceptions that impact on CE misconceptions are determined with the percentage of students who consistently experience misconceptions about RR and CE. There were six misconceptions in RR that have an impact on CE, which are: Misconceptions related to changes in the reaction rate with time; The effect of temperature on the rate of reaction; The effect of adding catalysts to the activation energy; and the mathematical relationship between the rate of reaction and the number of moles. Misconceptions in RR and misconceptions in CE having a correlation coefficient, using Spearman's formula, of 0.39. These results indicate that the impact of misconception in RR on CE is moderate. This study suggests that education practitioners should eliminate the misconception of prerequisite concepts before teaching the next related concepts.

Improving Higher Order Thinking Skills via Semi Second Life

“…In fact, there is a reaction in sub microscopic so it called dynamic equilibrium. Because of this characteristic, chemical equilibrium considered one of the most difficult in the general senior secondary school chemistry (Karpudewan et al, 2015) and experienced misconception (Jusniar et al, 2020). Various studies have been carried out to visualize the process of chemical equilibrium.…”

Green Chemistry-Based Reaction Rate Practice Through Online Media: An Analysis of Teachers' and Students' Responses

“…The rate of a reaction is determined by many factors [4], these factors become the foundation of the speed of a reaction, so students must be able to understand them well. These factors include the concentration of the reactants, the surface area of the reactants, temperature, pressure, and the presence of a catalyst [2]- [5]. Concentration is an indicator of the number of particles of a reactant, if the particles are in large quantities it will certainly support the formation of higher products, and this is in line with the reaction rate which also increases [6], [7].…”

“…The concept of reaction rate which is supported by various other concepts is very difficult for students to understand, there are often misconceptions about the existence of temperature in increasing the reaction rate and the relation of the reaction stoichiometry calculations and its rate [5]. An understanding of the rate of a reaction is needed to understand the concept of chemistry as a whole, because the basis of chemistry is all about reactions, and the course of a reaction is determined by its speed, if the understanding of the concept of reaction rate in students is not perfect, it will be an obstacle for them to follow other chemistry topics [9], [10].…”

“…The design of the practicum must also apply the principles of green chemistry as an effort to achieve Education Sustainable Development (ESD) which has been proclaimed by UNESCO [16]- [18]. Green chemistry is a concept that carries environmentally friendly principles by minimizing the use of toxic and hazardous materials, green chemistry has 12 principles that can be used as a reference for developing chemical experiments that are safe and do not pollute the environment, these 12 principles include: (1) prevent waste (2) maximize atomic economy (3) principles of safe synthesis (4) safe chemical products (5) use safe solvents and reagents (6) improve energy efficiency (7) use renewable raw materials ( 8) using catalysts (9) designing environmentally friendly renewable products (10) real time analysis as pollution prevention (11) avoiding the use of harmful chemicals (12) reducing process steps [19]- [20]- [21]. An example of the application of green chemistry principles in chemistry learning is when practicum activities are implemented using environmentally friendly materials such as the reaction between acetic acid and baking soda for reaction rate experiments, and the reaction between betadine and vitamin C for redox experiments.…”

A Four-tier Test to Identify Students’ Conceptions in Inheritance Concepts

“…Several forms of diagnostic tests that have been developed include: interviews (Jusniar et al, 2020;Duda & Apriyadi, 2020;Herman et al, 2011), concept maps (Plotz, 2020), drawing (Aksan et al, 2015), multiple-choice (Lamichhane et al, 2018), and multiple-choice with tier that are two-tier (Jung, 2020), three-tier (Jusniar et al, 2020), and four-tier (Kaniawati et al, 2019). Each form of the diagnostic test has advanges and disadvatages (Wola, 2020).…”