The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students’ learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students’ concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.
REFERENCES
1.
S.
Vosniadou
. International Handbook ofResearch on Conceptual Change, Second Edition. Educational Psychology Handbook Series
. (New York. USA: Routledge
, Taylor & Francis Group
, 2013
) p. 143
.2.
S.
Amaria
, R.
Muchlis
& P.
Setiarso
. Diseminasi Model Prevensi dan Kurasi Miskonsepsi Siswa pada Konsep Kimia
. Surabaya
: Lembaga Penelitian
. (2013
). Unpublish Laporan Hasil Penelitian Unggulan Perguruan Tinggi.3.
H.
Chi
, T. H.
Michelene
. Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change it, and the Learning Outcomes. International Handbook of Research on Conceptual Change
. (London, UK
: Routledge
, 2013
) p. 231
.4.
H. O.
Arslan
, C.
Cigdemoglu
, & C. A.
Moseley
. Three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain
International. Journal of Science Education
. 34
(11
), 1667
–1686
. (2013
).5.
Queloz
, A.C
Schär
, C
, Wallny
, R
, Bonaccorso
, A
& Schmidt
, P.
(2015
). Refresh-Teaching 2015: Misconceptions. LET –Lehrentwicklung und –technologie
. Retrieved from. http://blogs.ethz.ch/refreshteaching/files/2015/01/RefreshTeaching_Misconceptions_LET.pdf.6.
K. S.
Taber
. Challenging misconceptions in the chemistry classroom: resources to support teachers
. Educació Química EduQ
, 4
. 13
–20
. (2009
).7.
Novak
, D.
Joseph
, & D. B.
Gowin
. Learning How to Learn.
(New York, USA
: Cambridge University Press
. 1984
). www.cambridge.org.8.
R.
Driver
, E.
Guesne
, & A.
Tiberghien
. Children’s Ideas and The Learning of Science. In R.
Driver
, E.
Guesne
and A.
Tiberghien
(eds.), Children’sIdeas in Science
. (London
: Open University Press
, 1985
) p. 124
.9.
J. K.
Gilbert
, R. J.
Osborne
, & P. J.
Fensham
. Children’s science and its consequences for teaching
. Science Education
, 66
(4
), 623
–633
. (1982
).10.
M.
McCloskey
. Naive Theories Of Motion
. In D.
Gentner
& A.
Stevens
(Eds.), Mental Models. Hillsdale, NJ
: Lawrence Erlbaum
. 299
–324
. (1983
).11.
K.
Ozkaya
, R.
Ali
, U.
Musa
, and S.
Musa
. Prospective teachers’ conceptual understanding of electrochemistry: Galvanic and electrolytic cells
. The Royal Sociaty of Chemistry Journal. U.Chem.Ed.
2003
, 7
–12
. (2003
).12.
H. S.
Dhindsa
, & D. F.
Treagust
. Conceptual understanding of Bruneian tertiary students: chemical bonding and struvture
. Brune Int. J of Sci&Math Edu.
Vol. 1
(1
), 35
–51
. (2009
).13.
M.
Ibrahim
. Konsep Miskonsepsi dan Cara Mengatasinya. Surabaya
, Indonesia
: Unesa University Press
. (2012
). p. 79
.14.
J.
Kemp
, E.
Jerold
, Morrison
, R.
Gary
, & S. M.
Ross
. Designing Effective Instruction
. United States of America
: Macmillan College Publishing Company, Inc
. (1994
). p. 176
.15.
A. C.
Queloz
, C.
Schär
, R.
Wallny
, A.
Bonaccorso
, & P.
Schmidt
. Refresh-Teaching 2015: Misconceptions
. LET–Lehrentwicklung und –technologie. Retrieved from. http://blogs.ethz.ch/refreshteaching/files/2015/01/RefreshTeaching_Misconceptions_LET.pdf. (2015
).16.
A. A.
Lemma
. Diagnostic asessment of eighth grade and their teachers’ misconceptions about basic chemical concepts
. AUCE
, 3
(1
), 39
–59
. (2013
).17.
J. W.
Creswell
. Research Design: Qualitative, Quantitative and Mixed Methods Approaches 3rd Edition. Thousand Oaks Calivornia (a translation)
. (Yogjakarta, Indonesia
: Pustaka Pelajar
, 2012
). p. 235
.18.
R. K.
Yin
. Qualitative Research from Start to Finish
. A Division of Guilford Publications, Inc
. 72 Spring Street, New York, NY
, 2011
) p. 156
.19.
D. M.
Mertens
. Transformative mixed methods research
. Qualitative Inquiry
. 16
(6
) 469
–474
. Reprints and permission: sagepub.com/journals Permissions.nav. DOI: . http://qix.sagepub.com. (2010
).20.
J.
Herron
, C.
Dudley
, L.
Luis
, W.
Richard
, & V.
Srinivasan
. Problems Associated with Concept Analysis
. Science Education
61
(2
): 185
–199
(1977
).21.
C. F.
Müller
, H.
Ladewig
, McNeill
, and Bressem
. Bod Language: Communication An International Handbook on Multimodality in Human Interaction
. (Handbooks of Linguistics and Communication Science 38.2.). Berlin, Boston
: De Gruyter Mouton
. (2014
). p. 38
.22.
A.
Pease
& B.
Pease
. The Definitive Book of Body Language
. Australia
: Pease International Press
. 25
–404
. (2004
).23.
S.
Kang
, L. C.
Scharmann
, & T.
Noh
. Reexamining the role of cognitive conflict in science concept learning. Research in Science Education
. Netherlands
: Kluwer Academic Publishers
. 34
, 71
–96
. (2004
).24.
P. S.
Cetin
. (Thesis of Middle East Technical University). Effects of Conceptual Change Oriented Instruction on Understanding of Gases Concepts. A. The Degree of Doctor of Philosophy in Secondary Science and Mathematics Education
. Ankara, Turkey
: Middle East Technical University
.25.
H. L.
Roediger
, and J. D.
Karpicke
. Test-enhanced learning taking memory tests improves long-term retention
. Association for Psychological Science
. 17
(3
), 249
–255
. (2006
).26.
S.
Kang
, L. C.
Scharmann
, & T.
Noh
. Reexamining the role of cognitive conflict in science concept learning. Research in Science Education
. Netherlands
: Kluwer Academic Publishers
. 34
, 71
–96
. (2004
).27.
A.
Pease
, & B.
Pease
. The Definitive Book of Body Language
. Australia
: Pease International Press
. 25
–404
. (2004
).28.
C. F.
Müller
, H.
Ladewig
, McNeill
, and Bressem
. Bod Language: Communication An International Handbook on Multimodality in Human Interaction
. (Handbooks of Linguistics and Communication Science 38.2.). Berlin, Boston
: De Gruyter Mouton
. (2014
). p. 39
.29.
M. L.
Silberman
. Active Learning: 101 Cara Belajar Siswa AktifEdisi Revisi VII
. (Bandung, Indonesia: Nuansa
, 2012
).30.
S. B.
Philipp
, T. R.
Tretter
, & C. V.
Rich
. Development of peer learning assistance skills in general chemistry udergraduate teaching assistants (Poster presented at Chemical Education Research Conference)
. Partnership for Retention Improvement in Mathematics, Engineering, and Science (PRIMES, 2013)
. Retrieved from https://louisville.edu/primes/presentations/development-of-peer-learning-assistance-skills-in-general-chemistry-undergraduate-teaching-assistants. (2013
).
This content is only available via PDF.
© 2017 Author(s).
2017
Author(s)
