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The Learning Conference 2003

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Presentation Details

 

A Cognitive Pathway in Learning Chemistry: A Case Study of the Conceptual Change among Malaysian Students in Electrochemistry

SA’ADAH MASRUKIN, Siow Heng Loke.


Studies have shown that students enter a science class with a set of pre-conceived ideas about scientific phenomena. Despite formal instructions in the science class, students have been shown to exhibit scientific conceptions that were at variance with those that were generally accepted by the scientific community. This would indicate that students’ pre-conceptions appear not to have been affected by formal instructions in the science class. Why has conceptual change, as intended by science educators, fail to occur? This paper hopes to unravel some of the answers to this phenomena by monitoring students’ conceptual change as the receive formal instructions in the science class.

In this study, the understanding of a series of pre-requisite concepts like matter, its particles, transformation of matter and electrical conductivity, have been investigated and monitored to see how they affect students’ final conceptions in the processes occurring in electrochemical cells.

Students’ conceptions after formal instructions in these pre-requisite concepts as well as in electrochemistry itself were investigated through a series of paper and pencil questionnaire as well as students’ self-constructed concept maps. Interviews after formal instructions have been used to probe what students know as well as reflect some of the cognitive processes in the students’ minds.

The result from this study has shown how students’ conceptions changed as they receive formal instructions in the topics related to and including electrochemistry. Students’ responses to the questionnaire have also shed some light to some of the cognitive processes that are thought to have occurred during their conceptual change.

Presenters

SA’ADAH MASRUKIN  (Malaysia)
TEACHER IN CHEMISTRY
EDUCATION FACULTY
UNIVERSITY MALAYA

20 YEARS EXPERIENCE TEACHING CHEMISTRY
10 YEARS EXPERIENCE TUTORING CHEMISTRY


Siow Heng Loke  (Malaysia)


University Malaya


Keywords
  • Conceptual change
  • Cognitive processes
  • Information processing model



(30 min Conference Paper, English)