Conceptions and troublesome knowledge on acid-base using the two-tier multiple-choice diagnostic test

Acid-base is one of the materials that tend to be difficult for students to understand. Acid-base is a material that is conceptually solid and requires an integrated understanding of many of the concepts of introductory chemistry. This research is descriptive research that aims to find conceptions of students on acid-base subjects and asking about concepts that are considered troublesome according to their learning experiences. The subjects of this research were 31 students of class XI IPA 4 at SMAN 3 Pariaman. The instruments in this research are diagnostic tests and interviews. The result of this research is the students of SMAN 3 Pariaman have difficulties in learning about the acid-base subject with high category. The percentage of conceptions experienced by students in each indicator is 56.3% of students understand the concept, 20.8% misconception, and 22.9% do not understand the concept. In the second indicator, 45.2% of students understood the concept, 18.3% had misconceptions and 36.5% did not understand the concept. In the 3rd indicator, 35.5% of students understood the concept, 31.2% had misconceptions and 33.3% did not understand the concept. In the 4th indicator, 21.9% of students understand the concept, 27.7% do not understand the concept and 50.3% do not understand the concept. Meanwhile, the acid-base theory, the calculation of pH or pOH, and the relationship between the degree of acidity (pH) and the degree of ionization (a), and the acid equilibrium constant (Ka) or the base equilibrium constant (Kb) are considered troublesome knowledge because they can be conceptually difficult.

Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online

Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the practice of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins’ troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation.

CROSSING THE THRESHOLD: ENHANCING OPPORTUNITIES FOR PRACTICAL ENQUIRY IN SCHOOL SCIENCE THROUGH THRESHOLD CONCEPTS

The higher education sector has been working with threshold concepts since they were first postulated in 2003. Threshold concepts offer a way to focus on areas of content which students find challenging to master. Once mastered, threshold concepts explain and integrate further areas of learning. In this sense threshold concepts can be regarded as liminal. Although well established in the higher education sector, the use of threshold concepts has not been extensively explored in schools. This article focuses on Science in the upper secondary school. Yet it is possible to imagine scenarios where highly targeted teaching of liminal content leads to space being created for practical enquiry. There is an established theoretical pedagogical framework within which threshold concepts can sit comfortably and will be familiar to schoolteachers. This framework also provides a route by which troublesome liminal knowledge can be taught. There is then the question of defining and identifying threshold concepts. Threshold concepts do suffer from a lack of definition. Much of the literature explores ideas as diverse as complex physics and attitudes and values of nursery workers. This diversity has led to a discipline specific approach to defining concepts. It is argued that teachers can work with a range of stakeholders to identify troublesome knowledge. This could alter curriculum planning, particularly time allocation, to specific troublesome content and provide time for a more diverse learning experience for pupils.