Open inquiry and using physical model: Grade 11 students’ conceptual understanding on acids and bases dissociation
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Abstract
Using an open inquiry and a physical model has been defined as student-centered learning. Students draw a hypothesis from the problem that the teacher determines, design procedures, analyze and draw their conclusion. The physical model was used in data interpretation process to promote students’ conceptual understanding. The purpose of this research was to investigate students’ conceptual understanding learned through open inquiry- based instruction and using physical model of acid and base dissociation. Participants were 26 grade 11 students in Khon Kaen province. Data from the conceptual understand test was collected before and after implementing an intervention and analyzed as a percentage. The research finding was summarized as follows: students in sound understanding (SU) categories increased 21.15%, partial understanding (PU) categories increased 14.42% , partial understanding with specific alternative conceptions (PS) categories decreased 1.92%, specific alternative conceptions (SA) categories increased 6.73% and no understanding (NU) categories decreased 40.38% after learning.
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