Eleventh Graders’ Ability to Construct Representation of Galvanic Cell through Modelling-based Teaching
This research aimed to study grade 11 students’ ability to construct representation of galvanic cell learned using modelling-based teaching which places an emphasis on creating, testing, and revising models. This study is an experimental research that collects qualitative data. The representation test and semi-structured interview were employed as data sources before and after an implementation of modelling-based teaching. The results showed that, after implementation, most of students’ ability to construct three levels of representations including macroscopic, submicroscopic, and symbolic levels were categorized at moderate. This level was higher than before implementation. Modelling-based teaching is an alternative way which helps chemistry teachers to reduce learning difficulty. Teachers should design activities to facilitate students to express and translate representation coherently and correctly.
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