Alternative Concept in Chemistry (1)

7/28/2019 Alternative Concept in Chemistry (1)

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Alternative Conceptions in Chemistry

Its Implications to Chemistry Teaching

BY:NURUL IZZANIE BINTI ADNAN

NURULHIDAYA BINTI HASHIM


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Lets do some exercise!


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What do you think the

correct answer???

1. Based on this equation,

Zn (s) + CuSO4 (aq) ZnSO4 (aq) +Cu (s)

What will be the same before and after the reaction?

a) The number of molecules of all substances involved.

b) The number of atoms of each type involved.

c) The sum of the masses of all substances involved.d) Both (b) and (c) must be the same.

e) Each of the answers (a), (b), and (c) must be the same.


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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) Tiny water droplets.

b) Oxygen and Hydrogen gases.

c) Heat.

d) Water vapor.

What do you think the

answer for this question???


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Students always misconception about Chemistry..

What exactly the meaning of misconception???


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MISCONCEPTION

Students self-constructed conceptionsthat are not in agreement with accepted

scientific ideas.

It will make Chemistry is difficult to

learn and students lost interest to

study!


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Terms in

Misconception

Vernacular misconceptionsthe use of words that mean one

thing in everyday life and another in

a scientific context

Conceptual misunderstandingsStudents are taught scientific

information in a way that they do not

understand. Students tend to build their

own nonscientific belief.

Factual misconceptionsThe thing you learned from early

age is unchanged until youadulthood. It will remain at your

belief system.

Nonscientific beliefsviews learned by students from

sources other than scientific

education

Preconceived notionsrooted in everyday

experiences ( heat,

energy, and gravity)


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Are they Correct???

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.


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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 tinywater 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.


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Experiences encountered in daily life.


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Chemical terms that have changed their meaning.

Particle

Particle of sands

something that we can see!

CHEMISTRY

Atom, ion and molecule

something that we cannot see!


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The Difficulties of Students to relate Chemistry

knowledge with micro, macro, and symbolic level.

Macro??

Micro??

Symbolic??

Macro

Micro-Atom are

burning?

Symbolic reaction

for burning process?


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Students have difficulties to change their point of

view that they have since childhood

Oh, things that we can see

do not have any mass!

Argghh.. Why they said

gasses have mass??

We cannot see it!


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The religion and mythical facts are always

differ from scientific facts

VS


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Characteristics of Misconception


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Characteristics of Misconception

persistenthard to change

well embeddeddifficult to extinguish


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Implications to Chemistry Teaching


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Teacher should aware of students idea

Teacher should allow students to express their own

preconceptions

Teacher should give some proof to support the

scientists view


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Teacher should identify students'

misconceptions.

Teacher must help students to reconstruct and

internalize their knowledge, based on scientific

models.

Teacher can use demonstrations to help students to

overcome misconceptions


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Student have to solve practical problems by

using concepts as a basic.

Teacher can use questions and discussion in class to

avoid additional misunderstanding in class

Teacher can use a variety of teaching techniques andstrategies to overcome misconceptions.


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Model of Teaching

Needham 5 phase


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Needham 5 phase

Phase 1: Orientation

Find a problem to solve

Questions and answers

that encourage thinking

based on problem given.

Phase 2: Generation of Ideas

Explore students prior

knowledge


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Needham 5 phase

Hand-on and minds on activities.

Example: discussion,

presentation and so on.

Problem solving based on

students idea

Phase 3: Restructuring of Ideas

Phase 4: Application of Ideas


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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

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Alternative Concept in Chemistry (1)