Abstract
This descriptive content analysis study was carried out to review students and pre-service teachers’ mental model of chemistry concepts. This study was motivated by difficulties experienced by students and teachers in the process of learning chemistry. This study put on criteria with specific keyword about a mental model in chemistry concepts and a period of 2009 till 2019 which relevant databases yielded a total of 66 articles. This study covers 41 qualitative studies, 18 quantitative studies, and this remains mix method studies. Article’s aspects focused on such parameters as aim, method, sample, data collection tool, data analysis, chemistry concept, mental model theory, and recommendation of studies. Using content analysis, as a result was known that most studies used qualitative methods with a variety of data collection tools and data analysis techniques. Moreover, these mental models studies were mostly involved students who learned inorganic chemistry. General conclusions from this study in the importance form of the mental model exploration to master the chemistry concepts and this is intended to improve the chemistry learning process. This research also implies to do good innovative changes in various aspects to improve their scientific mental model. These changes include to innovate classroom practices, further researches, curriculum policy, and learning media developer.
Highlights
Introduction modelIn general, the mental model is understood as structural, behavioral, or functional analogs of objects, Chemistry is an abstract and complex subject Johnstone processes, events, or real or imaginary situations.[1]
The result of this study showed that it turned out that many alternative models of atomic structure are owned by the three students
The empirical evidence provided by the analysis clearly demonstrates that student mental models for chemistry concepts, especially for the atomic structure were not coherent when applying in different everyday situations
Summary
Introduction modelIn general, the mental model is understood as structural, behavioral, or functional analogs of objects, Chemistry is an abstract and complex subject Johnstone processes, events, or real or imaginary situations.[1]. The mental model is understood as structural, behavioral, or functional analogs of objects, Chemistry is an abstract and complex subject Johnstone processes, events, or real or imaginary situations. The results of several studies showed that complex Gentner[14] expected mental models support and abstract chemical facts make learning and teaching of understanding, reasoning, and prediction of situations in chemistry difficult for students and teachers [2,3,4], so which they are involved from logical reasoning in Sirhan[5] stated that it is hard to understand the chemistry everyday situations to solve some problems in the Universal Journal of Educational Research 8(2): 332-345, 2020 knowledge domain. Johnson-Laird[15] suggested a mental model theory that relies on three basic principles. Each mental model represents what is common to a different set of possibilities. Mental model is icon, namely structure related to what they represent. Mental model based on descriptions represents what is right at the expense of what is wrong
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