scholarly journals UNDERGRADUATE STUDENTS’ MISCONCEPTION ON ACID-BASE AND ARGENTOMETRIC TITRATIONS: A CHALLENGE TO IMPLEMENT MULTIPLE REPRESENTATION LEARNING MODEL WITH COGNITIVE DISSONANCE STRATEGY

2017 ◽  
Vol 9 (2) ◽  
pp. 105 ◽  
Author(s):  
Hayuni Retno Widarti ◽  
Ana Permanasari ◽  
Sri Mulyani
Keyword(s):  
Cognitive Dissonance ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Representation Learning ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Acid Base ◽  
Multiple Representation ◽  
Symbolic Representations ◽  
Acid Base Titration

The study was conducted to map the misconception pattern of chemistry prospective teachers who learned acid-base and argentometric titration. Further, it attempts to minimize misconception through a multiple representation model of learning chemistry with cognitive dissonance strategy. The first treatment was done on acid-base titration and the second treatment on argentometric titration materials. The multiple choice test with open reasons was administered to 30 undergraduate students. The finding shows that 28.6% students have the same pattern of misconception while learning in both of the courses. After the treatment, misconception decreased to 9.5% on the first treatment, and 9.4% on the second treatment. The model was found to be suitable to decrease the misconception, but could not change the misconception into “zero misconception”, especially for microscopic and symbolic representations.

Glucose as the sole metabolic fuel: a study on the possible influence of teachers' knowledge on the establishment of a misconception among Brazilian high school students

2008 ◽  
Vol 32 (3) ◽  
pp. 225-230 ◽  
Author(s):  
Maurício Roberto Motta Pinto da Luz
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
School Students ◽  
Biology Teachers ◽  
Atp Production ◽  
Metabolic Fuel

In the present work, I investigated the origin of the misconception that glucose is the sole metabolic fuel previously described among Brazilian high school students. The results of a multiple-choice test composed of 24 questions about a broad range of biology subjects were analyzed. The test was part of a contest and was answered by a sample composed of undergraduate students as well as biologists and practicing biology teachers. The majority of the responders had difficulties in recognizing the existence of gluconeogenesis and the possibility of ATP production using other fuels other than carbohydrates. Biology teachers and biologists seemed to either lack the knowledge or present the misconception regarding energy-yielding metabolism found among students. I argue that in both cases, biology teachers are likely to teach metabolism-related subjects in a manner that may contribute to the appearance of the misconception among high school students.

scholarly journals PENGARUH PENGGUNAAN MODUL TERHADAP KEMAMPUAN MULTIPEL REPRESENTASI SISWA PADA MATERI KELARUTAN DAN HASIL KALI KELARUTAN (Ksp) KELAS XI IPA SMA ADISUCIPTO SUNGAI RAYA

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Ozi Auliza ◽  
Rizmahardian Ashari Kurniawan ◽  
Tuti Kurniati
Keyword(s):  
High School ◽  
Data Collection ◽  
Research Method ◽  
Design Method ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Representation ◽  
Average Value ◽  
Experimental Design Method ◽  
Before And After

This study aimed to determine the ability and influence of student multiple representation module before and after using the module about solubility and solubility results in class XI IPA Adisucipto Sungai Raya High School. The research method used in this study was the Pre-experimental design method and the research design used was one-group pretest-posttest design. The sample in this study was the students of class XI IPA of Adisucipto Sungai Raya High School. Data collection techniques used in this research were measurement, observation and interview techniques. Meanwhile, data collection tools used multiple choice test questions, observation sheets and interview guidelines. Based on the results of data analysis, differences in the ability of student multiple representation were obtained the results of calculations with an average value of the representation aspect of macroscopic 75.00, microscopic 73.33, and symbolic 74.44. The effect of learning with multiple representation module was analyzed using the N-Gain formula. The results in the macroscopic aspect of 0.54, microscopic aspect of 0.68 and the symbolic aspect of 0.38 belong to the medium category.

Teaching with Symbols Tangentially Related to Topic: Using a Linked Multimedia Approach to Enhance Learning

2001 ◽  
Vol 88 (2) ◽  
pp. 403-409 ◽  
Author(s):  
A. James Giannini ◽  
Rachel K. Bowman ◽  
Juliette N. Giannini ◽  
Jocelyn D. Giannini
Keyword(s):  
Undergraduate Students ◽  
Test Scores ◽  
Visual Art ◽  
Multiple Choice ◽  
Medieval Literature ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Student Group ◽  
Course Content

40 undergraduate students, none of whom were history or literature majors, attended a lecture on Medieval literature. For half the students the lecture was supplemented by two sets of slides. One set summarized course content while the second set contained slides of paintings or other forms of visual art which were only tangentially related to the topic. For the other half of the student-group, the lecture was supplemented by course content slides only. Students viewing symbolic slides had significantly higher test scores on a written 20-question multiple-choice test given immediately after the lecture.

scholarly journals Multiple Representation-Based Learning through Cognitive Dissonance Strategy to Reduce Student’s Misconceptions in Volumetric Analysis

TEM Journal ◽  
2021 ◽  
pp. 1263-1273
Author(s):  
Hayuni Retno Widarti ◽  
Anna Permanasari ◽  
Sri Mulyani ◽  
Deni Ainur Rokhim ◽  
Habiddin Habiddin
Keyword(s):  
Cognitive Dissonance ◽  
Mixed Method ◽  
Volumetric Analysis ◽  
Mixed Method Research ◽  
Multiple Representation ◽  
Chemistry Students ◽  
Symbolic Representations ◽  
Significant Difference ◽  
Effective Reduction ◽  
The Subject

This study aimed to determine the contribution of multiple representation-based learning through cognitive dissonance strategy and to reduce misconceptions encountered by chemistry students. A mixed method research with the embedded experimental design was employed in this study involving 66 sophomore students enrolled in the Basics of Analytical Chemistry class. This study used a threetier test diagnostic test of 43 questions that had been validated by the education teams and chemists. The analysis was done by using a t-test and N-gain. The results showed a significant difference between the experimental and the control classes and a greater increase in N-gain in the experimental class (68.56%) compared to the control class (42.42%). The most effective reduction of misconceptions occurred in the subject of argentometric titration, from 33.41 to 8.79 %. This indicates that MRCD cannot completely eliminate misconceptions, especially for concepts related to sub-microscopic and symbolic representations.

A Comprehensive Application To Assist in Acid–Base Titration Self-Learning: An Approach for High School and Undergraduate Students

2015 ◽  
Vol 92 (5) ◽  
pp. 855-863 ◽  
Author(s):  
David González-Gómez ◽  
Diego Airado Rodríguez ◽  
Florentina Cañada-Cañada ◽  
Jin Su Jeong
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
Acid Base ◽  
Acid Base Titration ◽  
Self Learning

The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions

2019 ◽  
Vol 20 (1) ◽  
pp. 288-301 ◽  
Author(s):  
Jianqiang Ye ◽  
Shanshan Lu ◽  
Hualin Bi
Keyword(s):  
Control Group ◽  
Acid Base ◽  
Symbolic Representations ◽  
Acid Base Titration ◽  
Ionic Reactions ◽  
Experimental Group

This study uses graphs of conductivity measured by a microcomputer-based laboratory (MBL) to promote students’ macro, micro, and symbolic representations when learning about net ionic reactions (NIR). A total of 54 students, aged 14–15 years old participated in this research, and were randomly divided into an experimental group (N= 27) and a control group (N= 27). The students in the experimental group were given graphs of conductivity measured by MBL, while the control group had a demonstration of acid–base titration experiments. The results reveal that the graphs of conductivity have a large effect on students’ macro, micro, and symbolic representations, that is, the students in the experimental group build more representations than the students in the control group.

Are Undergraduate Examinees' Perceptions of Item Difficulty Related to Item Characteristics?

2002 ◽  
Vol 95 (3_suppl) ◽  
pp. 1281-1286
Author(s):  
David T. Morse ◽  
Linda V. Morse
Keyword(s):  
Undergraduate Students ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Cognitive Level ◽  
Total Correlation ◽  
Item Characteristics ◽  
Factual Recall

The present study assessed whether selected item characteristics—difficulty for the group, corrected item-total correlation, cognitive level, and difficulty for the examinee—relate to judgment of item difficulty. Undergraduate students in two classes ( ns = 76, 43) identified what they believed were the five easiest and five most difficult items on a multiple-choice test. Statistically significant correlations were observed for difficulty for the group and the frequency that items were chosen as easy as well as with frequency of items chosen as difficult. Students performed significantly better on items they chose as easy than those chosen as difficult. Items chosen as easy more often called for simple, factual recall than did items chosen as difficult.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Development of a Multiple-Choice Test of Lipreading

1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test
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