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What will be the same before and after the reaction? a) b) c) d) e) The number of molecules of all substances involved. The number of atoms of each type involved. The sum of the masses of all substances involved. Both (b) and (c) must be the same. Each of the answers (a), (b), and (c) must be the same.
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) b) c) d) Tiny water droplets. Oxygen and Hydrogen gases. Heat. Water vapor.
MISCONCEPTION
Students self-constructed conceptions that are not in agreement with accepted scientific ideas.
It will make Chemistry is difficult to learn and students lost interest to study!
Preconceived notions
rooted in everyday experiences ( heat, energy, and gravity)
Nonscientific beliefs
views learned by students from sources other than scientific education
Factual misconceptions
The thing you learned from early age is unchanged until you adulthood. It will remain at your belief system.
Terms in Misconception
Vernacular misconceptions
the use of words that mean one thing in everyday life and another in a scientific context
Conceptual misunderstandings
Students are taught scientific information in a way that they do not understand. Students tend to build their own nonscientific belief.
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.
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 tiny water 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.
Particle
CHEMISTRY
The Difficulties of Students to relate Chemistry knowledge with micro, macro, and symbolic level.
Micro?? Macro?? Symbolic??
Students have difficulties to change their point of view that they have since childhood
Argghh.. Why they said gasses have mass?? We cannot see it!
The religion and mythical facts are always differ from scientific facts
VS
Characteristics of Misconception
Characteristics of Misconception
hard to change
persistent
well embedded
difficult to extinguish
Teacher must help students to reconstruct and internalize their knowledge, based on scientific models.
Teacher can use questions and discussion in class to avoid additional misunderstanding in class
Teacher can use a variety of teaching techniques and strategies to overcome misconceptions.
Model of Teaching
Needham 5 phase
Needham 5 phase
Phase 1: Orientation
Find a problem to solve
Needham 5 phase
Phase 3: Restructuring of Ideas
Hand-on and minds on activities. Example: discussion, presentation and so on.
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