ERIC Number: EJ1282378
Record Type: Journal
Publication Date: 2021-Jan
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
EISSN: N/A
Eliminating Misconceptions on Reaction Rate to Enhance Conceptual Understanding of Chemical Equilibrium Using EMBE-R Strategy
Jusniar, Jusniar; Effendy, Effendy; Budiasih, Endang; Sutrisno, Sutrisno
International Journal of Instruction, v14 n1 p85-104 Jan 2021
The objective of this study is to compare the effectiveness of EMBE-R and verification strategies in eliminating the rate of reaction (RR) misconceptions on different scientific reasoning capabilities (SRC) and improving students' understanding of concepts in chemical equilibrium (CE). This quasi-experimental design involved two homogeneous classes. One class taught using EMBE-R strategy, while the other class prepared with a verification strategy. Students' misconceptions in RR identified using a three-tier test, understanding of concepts in CE using a subjective test, and SRC using the scientific reasoning test. The percentage of RR misconception elimination using EMBE-R strategy with a high and low-level SRC is 76.7 and 72.3, whereas in verification strategy is 61.1 and 32.4. Students' understanding of CE showed a significant difference with the t-test. The average scores for EMBE-R and verification strategies, respectively 73.8 and 62.4. EMBE-R strategy is more effective than verification in eliminating students' misconceptions in RR. Elimination of misconceptions for students with a high-level is easier than a low-level of SRC. EMBE-R strategy produces a better understanding of concepts in CE than verification. Application of EMBE-R strategy is highly recommended in teaching other chemistry materials having the same characteristics since this strategy is effective in eliminating misconceptions of prerequisites and produces a better students' understanding of new related concepts.
Descriptors: Foreign Countries, High School Students, Secondary School Science, Scientific Concepts, Concept Formation, Misconceptions, Chemistry, Teaching Methods, Instructional Effectiveness, Readiness, Cognitive Processes, Reflection
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A