Students’ Misconceptions on Understanding Corrosion Topic by and without Analogy

Proceedings of the National Seminar on Chemistry 2019 (SNK-19) Pub Date : 1900-01-01 DOI:10.2991/snk-19.2019.31

F. Asih, S. Ibnu, S. Suyono, Suhadi Suhadi

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Abstract

Redox reactions is spontaneous which can produce electrons flow. This condition can make corrosion of ferrum metal.. The electrons flow is not observed (submicroscopic aspect), so requires visualization. Strategy for visualizing submicroscopic aspect is analogy learning. The electrons flow can be analogous by the flow of waterfall. This research aims to examine the effect of analogy on the achievement of students’ understanding. The research used quasy experiment method with a nonequivalent posttest only control group design, so that there were an inquiry class by analogy (ICBA) and an inquiry class without analogy (ICWA). The results of mann whitney u test, u count = 313.5 were smaller than u table 526, so there was a significant difference between two classes, with a higher mean rank in ICBA. However students on ICBA were identified as having a specific misconception (SM) on several concepts of corrosion. The percentage of students on ICBA who have SM on the concept of voltaic series, prediction of metal rust, prevention of corrosion through metal coating, and cathodic protection were 46.67%, 46.67%, 66.67%, and 56.67%. The analog concept is not well understood by students, so potentially brings up SM. Analogies requires the students’ reason ability, because students conclude the submicroscopic aspects of corrosion through analyzing similarity and difference between analogous concept and target concept. In other words, analogy learning was giving submicroscopic aspect by indirect visualization. The results of other researches indicate that the reasoning ability of high school students is still low. The reasoning process requires students’ ability to analyze and conclude submicroscopic aspects of corrosion topic. A literation study of the reasoning ability of high school students is needed to explain the occurrence of SM, even though they have been given indirect visualization by analogy. Keywords—Analogy, Misconception, Reasoning Ability,

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学生对腐蚀问题的理解误区

氧化还原反应是自发的，可以产生电子流。这种情况会使铁金属腐蚀。电子流是无法观察到的(亚微观方面)，因此需要可视化。可视化亚微观方面的策略是类比学习。电子的流动可以用瀑布的流动来类比。本研究旨在探讨类比对学生理解成就的影响。本研究采用准实验方法，采用非等效后测纯对照组设计，分为类比探究班(ICBA)和不类比探究班(ICWA)。mann whitney u检验的结果，u count = 313.5小于u表526，因此两类之间存在显著性差异，在ICBA中具有较高的平均排名。然而，ICBA的学生被认为对腐蚀的几个概念有特定的误解(SM)。对光伏系列概念、金属锈蚀预测、金属镀层防腐蚀、阴极保护有SM的学生占ICBA学生的比例分别为46.67%、46.67%、66.67%和56.67%。模拟的概念并没有被学生很好地理解，所以可能会带来SM。类比需要学生的推理能力，因为学生通过分析类比概念和目标概念的异同得出腐蚀的亚微观方面。换句话说，类比学习是通过间接的可视化来给予亚微观的方面。其他研究结果表明，高中生的推理能力仍然较低。推理过程要求学生分析和总结腐蚀主题的亚微观方面的能力。要解释SM的发生，需要对高中生的推理能力进行素养研究，尽管他们已经通过类比得到了间接的可视化。关键词:类比，误解，推理能力，

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Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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