Effect of Using Problem-Solving Model Based on Multiple Representations on the Students' Cognitive Achievement: Representations of Chemical Equilibrium

Autor/inn/en	Tima, Maria Tensiana; Sutrisno, Hari
Titel	Effect of Using Problem-Solving Model Based on Multiple Representations on the Students' Cognitive Achievement: Representations of Chemical Equilibrium
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 19 (2018) 1, Artikel 10 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Problem Solving; Cognitive Ability; Chemistry; Science Instruction; Scientific Concepts; Science Achievement; High School Students; Grade 11; Teaching Methods; Foreign Countries; Secondary School Science; Problem Based Learning; Indonesia + Suchen Sie Ihr Suchwort? Problemlösen; Denkfähigkeit; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Problem-based learning; Problemorientiertes Lernen; Indonesien
Abstract	The objectives of the research were to identify the difficulty level of various types of chemical representation for students and to examine the effects of two different models of teaching and learning chemistry (problem-solving based on multiple representations and problem-solving) on the students' cognitive achievement in chemical equilibrium. This research was a quasi-experimental research with posttest only design. The research was conducted in two different 11th-grade groups in a senior high school. The research was carried out with two groups: an experiment group (problem-solving based on multiple representations model) (26 students) and a control group (problem-solving model) (24 students). The research finding shows that there is a significant difference in the students' mean cognitive learning scores in chemical equilibrium among the two groups. The results showed that the score of the students' cognitive achievement in the experiment group was better than control group. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01