Ability to connect third-level representation needs to be mastered oes chemistry student oes teache

Home Study International Journal of Mental Models On learners Chemical Bonding Chemical Usage Models oes In Learning Representations for Atomic and Molecular ... Representation submicroscopic As A Case Study Evaluation Using Student Conceptions Computer Model Dynamic World Molecular Visualization Using Animation Development of New Learning Approach To Concepts of Chemical Bonding Molecular Model-Based Computer : About the Author Journal of Research Subjects CVs
This descriptive study aims to analyze the profile of prospective student teachers' representational abilities of chemical equilibrium solubility Chemsense animator and concept using PhET simulation. This representational tools provide a particle oes modeling technique for visualizing chemical processes in a frame-by-frame animation that is constructed based on a given task. PhET Simulation is used as a reference to create visualizations and recognize the characteristics of a state of equilibrium solubility. Analyzed Data Obtained from the task results of 76 students in the form of animated and written answers. The results Showed: At representation of macroscopic, percentage of students for four subconcepts oes in each category abilty growing niche to be equal. Most of the students are categorized as Able on subconcept oes common oes ion effect. At representation of submicroscopic level, most of students oes are categorized as partial Able ie with specific misconceptions ternary saturated solution of salt. Most students can not represent submicroscopic levels of pH and solubility to common ion effect. At a symbolic level of representation, most students are categorized as not Able Because they did not complete the write chemical equations and calculation errors. Only a small percentage of students who are Able to connect the three levels of chemical representation. Therefore, representational ability students are still partial and inconcistent oes to move between oes levels of representation. Level of representation units still fragmentary in their cognitive structure and they can not fully Able to use various levels or modes of representation to explain this phenomenon, solve problems or make-prediction. It is suggested to pay more attention to develop representational abilities in a program of student teachers prepare and emphasizes interconnected three levels of chemical representation accompanied by NAMAs learning strategy and assessment method
The material equilibrium solution is one of the basic concepts of chemistry in high school and prerequisite concepts for some advanced oes courses in Chemistry Education Program. Understanding of the material equilibrium solution includes representation macroscopic level, submicroscopic, and symbolic.
Analysis of the concept of equilibrium oes solubility of the material indicates that most concepts including abstract concepts and concrete examples of the concepts stated principles. Type these concepts, internally containing difficulty in studying it and teaching it. This concept exploration through macroscopic representation, for example, through practicum can not show the actual dynamics occur in submicroscopic level.
Ability to connect third-level representation needs to be mastered oes chemistry student oes teachers to become qualified educators. There are indications, prospective teachers have difficulty in explaining a concept at the level of description, the level of representation and level of thinking oes (Talanquer, 2011:180). For the empirical data necessary to ensure the level of representation Which student teachers experiencing difficulties.
One way to analyze the chemical representation capabilities of students is using Chemsense animator (http://chemsense.sri.com). Open source software allows students to create animations of chemical processes in the frame-by-frame so it looks like the move.
Coppola and Kiste (in Toplis, 2008) suggested the use of Chemsense can increase student motivation in making visualization compared to using pen and paper manually (Schank & Kozma, 2002).
Michalcik research results, et.al (2008) Chemsense in high school shows; ability to increase student representation using Chemsense. Chemsense thus can serve as a diagnostic tool, as well as a learning tool.
PhET Simulation (http :/ / phet.colorado.edu) showing submicroscopic level of soluble salts. Generally, learners assume the saturated state solution oes can be achieved if there are deposits as found by Onder & Geban (2006), barke et al. (2009) and Farida et al. (2010).
Through the simulation can be shown how it happens submicroscopic. However, to determine whether me