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7/28/2019 Alternative Concept in Chemistry (1)
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Alternative Conceptions in Chemistry
Its Implications to Chemistry Teaching
BY:NURUL IZZANIE BINTI ADNAN
NURULHIDAYA BINTI HASHIM
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Lets do some exercise!
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What do you think the
correct answer???
1. Based on this equation,
Zn (s) + CuSO4 (aq) ZnSO4 (aq) +Cu (s)
What will be the same before and after the reaction?
a) The number of molecules of all substances involved.
b) The number of atoms of each type involved.
c) The sum of the masses of all substances involved.d) Both (b) and (c) must be the same.
e) Each of the answers (a), (b), and (c) must be the same.
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2. A beaker of pure water has been boiling for 30 minutes and bubbles
are formed. What is in the bubbles in the boiling water?
a) Tiny water droplets.
b) Oxygen and Hydrogen gases.
c) Heat.
d) Water vapor.
What do you think the
answer for this question???
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Students always misconception about Chemistry..
What exactly the meaning of misconception???
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MISCONCEPTION
Students self-constructed conceptionsthat are not in agreement with accepted
scientific ideas.
It will make Chemistry is difficult to
learn and students lost interest to
study!
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Terms in
Misconception
Vernacular misconceptionsthe use of words that mean one
thing in everyday life and another in
a scientific context
Conceptual misunderstandingsStudents are taught scientific
information in a way that they do not
understand. Students tend to build their
own nonscientific belief.
Factual misconceptionsThe thing you learned from early
age is unchanged until youadulthood. It will remain at your
belief system.
Nonscientific beliefsviews learned by students from
sources other than scientific
education
Preconceived notionsrooted in everyday
experiences ( heat,
energy, and gravity)
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Are they Correct???
Hmm.. What I think are :
1. When water boils and give bubbles, the bubbles are air,
oxygen or hydrogen.
2. Steam will become air when it disappear.
3. Ice molecules are colder than water molecules.
4. Condensation is when air turns into a water.
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But, in the scientific way, the correct concept are:
1. Bubbles formed by boiling water consist of water vapor
(steam).
2. When water vapor condenses in the air it is visible as tinywater droplets.
3. Ice molecules have less kinetic energy than water
molecules.
4. Condensation is water vapor in the air that cools enough to
become a water.
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Experiences encountered in daily life.
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Chemical terms that have changed their meaning.
Particle
Particle of sands
something that we can see!
CHEMISTRY
Atom, ion and molecule
something that we cannot see!
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The Difficulties of Students to relate Chemistry
knowledge with micro, macro, and symbolic level.
Macro??
Micro??
Symbolic??
Macro
Micro-Atom are
burning?
Symbolic reaction
for burning process?
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Students have difficulties to change their point of
view that they have since childhood
Oh, things that we can see
do not have any mass!
Argghh.. Why they said
gasses have mass??
We cannot see it!
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The religion and mythical facts are always
differ from scientific facts
VS
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Characteristics of Misconception
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Characteristics of Misconception
persistenthard to change
well embeddeddifficult to extinguish
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Implications to Chemistry Teaching
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Implications to Chemistry Teaching
Teacher should aware of students idea
Teacher should allow students to express their own
preconceptions
Teacher should give some proof to support the
scientists view
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Implications to Chemistry Teaching
Teacher should identify students'
misconceptions.
Teacher must help students to reconstruct and
internalize their knowledge, based on scientific
models.
Teacher can use demonstrations to help students to
overcome misconceptions
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Implications to Chemistry Teaching
Student have to solve practical problems by
using concepts as a basic.
Teacher can use questions and discussion in class to
avoid additional misunderstanding in class
Teacher can use a variety of teaching techniques andstrategies to overcome misconceptions.
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Model of Teaching
Needham 5 phase
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Needham 5 phase
Phase 1: Orientation
Find a problem to solve
Questions and answers
that encourage thinking
based on problem given.
Phase 2: Generation of Ideas
Explore students prior
knowledge
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Needham 5 phase
Hand-on and minds on activities.
Example: discussion,
presentation and so on.
Problem solving based on
students idea
Phase 3: Restructuring of Ideas
Phase 4: Application of Ideas
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Needham 5 phase
Phase 5: Reflection
Reflect on the students ideas
Monitor the progress of learning
Correct the errors
Analyze effective strategies Change the learning when necessary