The most fundamental chemical concept: Substance

This study aims to see the effect of the cooperative learning model type of group investigation and adversity quotient of students on the mastery of chemical concepts on salt hydrolysis. This research is a quasi-experimental research with a control group posttest only design using a 2 × 3 factorial design. The research was conducted in class IX MIA SMA N 10 Batanghari with two classes. Sampling was done by total sampling. Data collection techniques are questionnaires, tests and documentation. The test instrument was used to determine the value of mastery of chemical concepts on salt hydrolysis. Meanwhile, the questionnaire instrument was used to determine the level of adversity quotient of students. Data processing used two-way ANOVA. The results showed that the cooperative learning model group Investigation type and the adversitiy quotient of the climber type students had high mastery of chemical concepts, but there was no interaction between the group investigation type learning model and the adversity quotient on the mastery of chemical concepts on salt hydrolysis due to the learning model and adversity quotient influence on mastery of chemical concepts independently. Based on the results of the study, it can be concluded: (1) there is an effect of the group investigation type cooperative learning model on the mastery of chemical concepts (2) there is an effect of students adversity quotient on chemical concept mastery (3) there is no interaction between the cooperative learning model group investigation type with students' adversity quotient on mastery of chemical concepts in salt hydrolysis.

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The Dual Conception of the Chemical ElementEpistemic Aspects and Implications for Chemical Education

What Is A Chemical Element? ◽

10.1093/oso/9780190933784.003.0015 ◽

2020 ◽

pp. 257-280

Author(s):

Elena Ghibaudi ◽

Alberto Regis ◽

Ezio Roletto

Keyword(s):

Chemical Analysis ◽

Atomic Number ◽

Chemical Element ◽

Chemical Change ◽

Chemical Education ◽

Educational Context ◽

Material Body ◽

Chemical Concept ◽

Definition Of

In the present work, the notion of chemical element is analyzed from the perspective of chemical education. Chemists refer to elements either as the final term of chemical analysis (i.e., simple substances) or as what persists in a chemical change. This duality has deep historical roots and it is sanctioned by IUPAC’s definition of chemical element. Nevertheless, it is inherently contradictory and it may result in deep misunderstandings in the educational context. After discussing the problems raised by the identification of the element with any material body—either macroscopic or microscopic—we analyze a number of definitions of elements, proposed by chemists, epistemologists, and educators. After pointing out the strengths and weaknesses of such definitions, we argue that the chemical element is a unifying chemical concept that designates an abstract category, identified by the atomic number.

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