Students’ Mental Models of Acid and Base Concepts Taught Using Cognitive Apprenticeship Learning Model

F R Amalia,H Wuni,S Ibnu,H R Widarti

doi:10.15294/jpii.v7i2.14264

F R Amalia, H Wuni + Show 2 more

Open Access

https://doi.org/10.15294/jpii.v7i2.14264

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Abstract

A mental model is a student's perception or description of a concept. Chemistry learning requires deep understanding including three levels of representation; macroscopic, sub-microscopic, and symbolic. These three levels of representation are interconnected to form a meaningful understanding and students' mental model. The purpose of this study was to look at the mental models of students on acid and base topic taught using cognitive apprenticeship learning model. This research employed explanatory sequential mix method with 65 research subjects. The research instrument was in the form of a description test of acid-base concepts and an interview guideline for the students’ answers on the test. The results showed that students had good mental models (63.64%) on acid and base taught using cognitive apprenticeship learning model.

Highlights

Chemistry learning requires understanding at three levels of representation, namely macroscopic, submicroscopic, and symbolic (Chandrasegaran et al, 2008; Davidowitz et al, 2010; Juriševič et al, 2008)
Are the examples of the problems used as the research instruments: (1) Which of the followings have bigger acid rate; the same concentration of HCl and H2SO4? Explain and describe its microscopic state if both acids are dissolved in water; and (2) A strong base is diluted by adding a number of aquades
The results showed that the students had three categories of mental models

Summary

Introduction

Chemistry learning requires understanding at three levels of representation, namely macroscopic, submicroscopic, and symbolic (Chandrasegaran et al, 2008; Davidowitz et al, 2010; Juriševič et al, 2008). In order to understand the chemistry concepts correctly, students must be able to understand the three representations. Chemistry learning should start from the macroscopic and symbolic and proceed to the submicroscopic aspect since such aspects are the most difficult to comprehend aspects (Cheng, 2009). A student’s understanding on the macroscopic and symbolic aspects is directly idenfiable, but the understanding at the sub-microscopy level is observable if the student’s mental model is recognized. Devetak, et al (2009) revealed the relationship between mental models and the three le- The Relationship of Mental Models and the Three Levels of Chemistry Representation

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