Abstract
<p style="text-align:justify">Descriptive correlational research was conducted to discover misconceptions on Rate of Reaction (RR) that impact on Chemical Equilibrium (CE) misconceptions. This research was conducted to 245 eleventh-grade students of High School in Gowa, South Sulawesi, Indonesia, that have been studied the RR and CE topics. Misconceptions data were collected using three-tier tests and semi-structured interviews. The data were analyzed using descriptive and correlational analysis. Description of RR misconceptions that impact on CE misconceptions are determined with the percentage of students who consistently experience misconceptions about RR and CE. There were six misconceptions in RR that have an impact on CE, which are: Misconceptions related to changes in the reaction rate with time; The effect of temperature on the rate of reaction; The effect of adding catalysts to the activation energy; and the mathematical affect relating to the rate of reaction and number of moles. Misconceptions in RR and CE have 0.39 correlation coefficient, based on Spearman's formula. These results indicate that the impact of misconception in RR on CE is moderate. This study suggests that education practitioners should eliminate the misconception of prerequisite concepts before teaching the next related concepts.</p>
Highlights
Concepts in chemistry were hierarchically built from basic (O'Connor, 2015; Seery, 2009)
R: “In item (3) of the Chemical Equilibrium (CE) What is the rate of the forward reaction compared to the rate of the reverse reaction in the equilibrium state?" S1: “The reaction will continue with the forward reaction rate greater than the reverse reaction.”
This misconception has an impact on misconception number (3) in CE that "In gas equilibrium increasing volume of the system shifts the equilibrium to an element having greater index." Research results described above are supported by the result of an interview between Researchers (R) and students (S5) given below
Summary
Concepts in chemistry were hierarchically built from basic (O'Connor, 2015; Seery, 2009). Students tend to form perceptions consistent with the results of their previous study (Osborne & Wittrock, 1983). They are required to have proper understandings of the prerequisites concepts to be able to comprehend higher-level materials (Effendy, 2002). Otherwise, they would not be able to make connections ended up having trouble understanding the new concept (Taber, 2009). If the students' prior knowledge is not enough to process new information, they will become confused, reason inaccurately, and eventually form a misconception (Bilgin & Uzuntiryaki, 2003)
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