Students’ Mental Models of Acid and Base Concepts Taught Using Cognitive Apprenticeship Learning Model

Amalia, Frizka; Ibnu, Suhadi; Widarti, Hayuni Retno; Wuni, H.

doi:10.15294/jpii.v7i2.14264

Cited by 16 publications

(15 citation statements)

References 14 publications

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“…In addition, of the 66 studies that have been analyzed, there is only one study that examined the consistency of mental model in mastering the chemistry concept which is conducted by Zarkadis, Papageorgiou, and Stamovlasis [62]. Kwen [63] confirmed, by consistency means the common application of conceptualization or framework to explain a number of related contexts, thus, from an educational point of view demonstrating a conceptual understanding of underlying scientific ideas. The results of the study discussed in terms of between and within consistency, whereas the conclusions contribute to the debate concerning the coherent vs. fragmented knowledge hypotheses.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review: How are Mental Model of Chemistry Concepts?

Wardah¹,

Wiyarsi²

2020

ujer

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This descriptive content analysis study was carried out to review students and pre-service teachers ' mental model of chemistry concepts. This study was motivated by difficulties experienced by students and teachers in the process of learning chemistry. This study put on criteria with specific keyword about a mental model in chemistry concepts and a period of 2009 till 2019 which relevant databases yielded a total of 66 articles. This study covers 41 qualitative studies, 18 quantitative studies, and this remains mix method studies. Article ' s aspects focused on such parameters as aim, method, sample, data collection tool, data analysis, chemistry concept, mental model theory, and recommendation of studies. Using content analysis, as a result was known that most studies used qualitative methods with a variety of data collection tools and data analysis techniques. Moreover, these mental models studies were mostly involved students who learned inorganic chemistry. General conclusions from this study in the importance form of the mental model exploration to master the chemistry concepts and this is intended to improve the chemistry learning process. This research also implies to do good innovative changes in various aspects to improve their scientific mental model. These changes include to innovate classroom practices, further researches, curriculum policy, and learning media developer.

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Section: Discussionmentioning

confidence: 99%

A Systematic Review: How are Mental Model of Chemistry Concepts?

Wardah¹,

Wiyarsi²

2020

ujer

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“…Additionally, education researchers have repeatedly used cognitive apprenticeship as an interpretive framework for understanding undergraduate and graduate research training experiences (Feldon, Shukla, & Anne Maher, 2016;Gilmore, Vieyra, Timmerman, Feldon, & Maher, 2015) The use of cognitive apprenticeship as an instructional approach in classroom settings has been more limited. Among the few available examples are cognitive apprenticeship based instruction interventions in chemistry and physics (Amalia, Ibnu, Widarti, & Wuni, 2018;Subali, Rusdiana, & Subali, 2017).…”

Section: Methodsmentioning

confidence: 99%

Computational apprenticeship: Cognitive apprenticeship for the digital era

Fennell¹,

Lyon²,

Madamanchi³

et al. 2019

Preprint

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The conceptualization of Computational Thinking as a cross-cutting skill with relevance across disciplines has ushered in wide-ranging efforts to increase computational education in all facets of education. However, the majority of initiatives for integrated computing education have focused on K-12 settings, as has most education research around computational thinking. At the postsecondary level, computing education remains largely siloed within specific programming courses and has not been well-integrated throughout the STEM curriculum. Current instructional approaches often leave students poorly prepared to transfer their computing knowledge to solve new real-world problems. Additionally, there is limited education research into how best to develop computational thinking among postsecondary students. In fact, education research into computational thinking remains undertheorized and is often definitional in nature. Here, we integrate computational thinking with the educational psychology concept of adaptive expertise. Finally, we contextualize computational thinking within constructivist learning theories by introducing computational apprenticeship, an application of cognitive apprenticeship to computing. Computational apprenticeship provides a research and practice model for supporting the development of computational adaptive expertise.

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“…In other words, the mental model based on the students' previous knowledge is supposed to gracefully trust theory and practice (Stains & Sevian, 2015). Students' mental models are shaped when they absorb novel ideas and make influences concerning information acknowledged (Amalia et al, 2018;Wang & Barrow, 2011). Mental models direct the internal representations that students arrange in the facility to seem sensible of concepts (Kurnaz & Eksi, 2015;Ozcan, 2013;Ozcan & Bezen, 2016;Stains & Sevian, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, mental models could assist them to distinguish and understand a concept and to identify faults in their understanding (Stains & Sevian, 2015). Through the students' mental models, a misconception or alternative concept is identified (Amalia et al, 2018). Students' mental models may be exposed to the source of terms and arrangements that reflect perceptions about an assumed concept.…”

Section: Introductionmentioning

confidence: 99%

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Fratiwi¹,

Samsudin²,

Ramalis³

et al. 2020

EUROPEAN J ED RES

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The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

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Students’ Mental Models of Acid and Base Concepts Taught Using Cognitive Apprenticeship Learning Model

Cited by 16 publications

References 14 publications

A Systematic Review: How are Mental Model of Chemistry Concepts?

A Systematic Review: How are Mental Model of Chemistry Concepts?

Computational apprenticeship: Cognitive apprenticeship for the digital era

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

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