Abstract
Integration of dynamic and static modeling on guided inquiry learning can help students to understand chemical concepts at macroscopic, symbolic and microscopic levels. This research aimed to examine and to explain the differences of students’ multiple representation ability that was taught by guided inquiry with dynamic and static modeling in redox reaction concept. This research used descriptive and quasi-experimental design. Data were analyzed using descriptive and manova statistics analysis. The results showed that the ability of students’ macroscopic level that was taught by guided inquiry with dynamic and static modeling is the same. While the student’s symbolic and microscopic level ability that was taught by guided inquiry with dynamic modeling higher than student’s ability that was taught by guided inquiry with static modeling. The implication of this research is chemistry learning with dynamic modeling can help students to construct chemical concept more easily and gain the complete understanding.
Highlights
IntroductionA full understanding of chemistry demands students to understand three levels of representation (macroscopic, symbolic, and microscopic) as well as the chemists use it to describe and explain chemical phenomena
A full understanding of chemistry demands students to understand three levels of representation as well as the chemists use it to describe and explain chemical phenomena
Macroscopic representation is a concrete level that describes the real observations of chemical phenomena, including chemical phenomena occur in daily life
Summary
A full understanding of chemistry demands students to understand three levels of representation (macroscopic, symbolic, and microscopic) as well as the chemists use it to describe and explain chemical phenomena. Symbolic representation involves using of symbols of abstract objects so that easy to be understood. Microscopic representation is abstract level that describes chemical processes which related with interaction of atoms, molecules and ions (Johnstone, 1982 in Chandrasegaran, et al, 2007). The three levels of representation complete each other in explaining of chemical phenomena. Explanations of chemical phenomena will not be understood well if it only use one or two levels of representation. Using of three levels of representation in chemistry learning is very important because it can help students to learn chemistry more fully and remember chemical concepts more (Tuysuz, et al, 2011)
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