An analysis of chemistry student’s laboratory jargon in acid-base material using a 3E learning cycle Available to Purchase

This study aimed to analyze student's laboratory jargon to help overcome misconceptions related to acid and base concepts using a 3E learning cycle. Laboratory jargon is commonly used to explain a chemistry concept concisely and clearly. The research was conducted using a qualitative approach with 36 students’ year 11 students at 107 senior high school. Data was collected via an interview, observations, student worksheets, and a laboratory jargon instrument that consisted of ten questions related to acid-base, atoms and molecules, the concept of water, and the concept of a neutralization reaction. The results indicated that laboratory jargon can lead to students having misconceptions about acid and base concepts. Students held misconceptions about protonation, the concept of amphoteric in water, neutralization, the strength of acid-base, acid-base concentration, and acid-base indicators. The 3E learning cycle helped teachers explore student's prior knowledge and follow up by addressing student's misconceptions through meaningful learning experiences. Teachers engaged students in cognitive conflict to facilitate a conceptual change process. Students presented concepts to be evaluated by the teacher in the final stage of the 3E cycle. The model helped the teacher to address the student's misconceptions and to help them come to a better conceptual understanding.