Strategi penghujahan saintifik terhadap perubahan konseptual konsep asid dan bes
Alternative frameworks refer to students’ misconceptions which disrupt and hinder students learning process. These alternative frameworks are inconsistent with the concept used by scientists. Therefore, a conceptual change is needed to convert students’ alternative framework to scientific concept. E...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/78074/1/HengLeeLingPFP2016.pdf |
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| Summary: | Alternative frameworks refer to students’ misconceptions which disrupt and hinder students learning process. These alternative frameworks are inconsistent with the concept used by scientists. Therefore, a conceptual change is needed to convert students’ alternative framework to scientific concept. Existing conceptual change models do not emphasize scientific argumentation and multiple representative levels to foster this conceptual change process. Thus, this study developed a conceptual change model based on scientific argumentation strategy. The study began with a quantitative method to obtain data on students' mastery of scientific argumentation. Subsequently, a qualitative method was implemented to acquire in-depth information to develop a conceptual change model. Instruments to gather data were Open-ended Scientific Argumentation Test 1 and 2, Student and Teacher Semi Structured Interviews and Observation Checklist of Teaching and Learning Processes. Respondents were 358 form four science students from secondary schools in Pasir Gudang, Johor. Respondents were divided into two groups comprising individuals or groups to answer the Open-ended Scientific Argumentation Test 1. Forty one students were purposely selected to undergo interviews and another 32 students with different mastery of scientific concepts from individual argumentation were also purposely selected to go through guided group argumentation. Besides that, observations of teaching and learning processes, and interviews of five chemistry teachers were conducted. Data were analyzed using constant comparative technique and triangulated to ensure validity and reliability. Results showed that students who were involved in group argumentations tended to construct more complex scientific arguments consisting of sub-microscopic and symbolic levels and had less alternative frameworks. Furthermore, these groups’ scientific argumentation scheme consisted of multiple representations with rebuttal element. Results also indicated that a majority of the students involved in guided group argumentation showed conceptual change. From the findings, a conceptual change model based on scientific argumentation strategy was developed to eliminate students’ alternative frameworks and foster construction of scientific concepts. The conceptual change model contributes to the development of a society instilled with scientific concepts. |
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