{"title":"运用pdeode教学策略纠正学生对酸碱概念的误解","authors":"U. Lathifa","doi":"10.15294/usej.v7i2.23202","DOIUrl":null,"url":null,"abstract":"This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"55 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"CORRECTING STUDENTS’ MISCONCEPTION IN ACID AND BASE CONCEPT USING PDEODE INSTRUCTION STRATEGY\",\"authors\":\"U. Lathifa\",\"doi\":\"10.15294/usej.v7i2.23202\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution\",\"PeriodicalId\":30735,\"journal\":{\"name\":\"USEJ Unnes Science Education Journal\",\"volume\":\"55 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-07-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"USEJ Unnes Science Education Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15294/usej.v7i2.23202\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"USEJ Unnes Science Education Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15294/usej.v7i2.23202","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 6
摘要
本研究旨在(1)计算理解概念、有误解和不理解概念的学生比例;(2)识别学生对酸碱概念的误解;(3)检验PDEODE(预测-讨论-解释-观察-讨论-解释)教学策略在纠正学生酸碱概念误解方面的有效性。本研究采用描述性和预实验的一组前测后测设计。样本由IPA 4 MAN 1 Kudus的11年级学生37名组成。使用改进的CRI(确定性响应指数)技术识别误解，并通过半结构化访谈进行探索，以获得深入的信息。通过配对样本t检验分析PDEODE教学策略的有效性。本研究结果表明:(1)经PDEODE教学策略修复后，学生对酸碱概念的误解程度有显著改变;(2)学生对酸碱特征、酸碱理论、酸碱强度、中和反应、溶液pH等子概念的误解共有45种
CORRECTING STUDENTS’ MISCONCEPTION IN ACID AND BASE CONCEPT USING PDEODE INSTRUCTION STRATEGY
This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution
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