Part IIMisconceptions About Chemistry

Concepts and Strategies to Addressthe Identified Misconceptions

This part focuses on presenting misconceptions related to chemistry conceptsidentified across various levels and strategies used to address them.

In Chap. 6, Lee Tien Tien from the Faculty of Science and Mathematics, SultanIdris Education University, Tanjong Malim in Perak and Kamisah Osman from theFaculty of Education, Universiti Kebangsaan Malaysia (UKM) in Bangi, discussthat the pedagogical agents can help in reducing misconceptions aboutelectrochemistry.

In Chap. 7, Sumathi Ganasen from Surya College in Butterworth andMageswary Karpudewan from the School of Educational Studies, Universiti SainsMalaysia (USM) provide details about the effectiveness of computer-assistedinstruction (CAI) in promoting pre-university students’ understanding of chemicalbonding and using CAI in remediating their misconceptions.

In Chap. 8, Tan Hwa Hwa from Raja Tun Uda Secondary School in Penang andMageswary Karpudewan from School of Educational Studies, Universiti SainsMalaysia (USM) use the Green Chemistry-based Dual-Situated Learning Model asan approach to reduce secondary students’ misconceptions about acids and bases.

In Chap. 9, Sumathi Ganasen from Surya College in Butterworth and SheilaShamuganathan from the Penang Matriculation College discuss the effectiveness ofphysical education technology (PhET) interactive simulations in enhancingmatriculation students’ understanding and remediating misconceptions aboutchemical equilibrium.