Conceptual Understanding of Grade 11 Studentson Acid Dissociation Using Open Inquiry and Physical Model
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Abstract
The purpose of this research was to investigate students’ conceptual understanding learned through open inquiry-based instruction and physical model of acid dissociation. Participants were 26 grade, 11 students, in Khonkaen province. The research tools consisted of 3 lesson plans and physical models. The data collecting tools included a conceptual understanding test and a semi-structured interview. Data from the conceptual understanding test was collected before and after implementing an intervention. After collecting data from the conceptual understanding test, there was a student interview for additional information. Data analyzed as a percentage of a number of students and analyzed pretest and posttest. The statistic used for analyzing the data were non-parametric statistic and Wilcoxon signed ranks tests.
The students’ conceptual understanding of acid dissociation using open inquiry and physical model had a posttest higher than pretest for all the concepts. This indicated that this intervention can improve students’ conceptual understanding of acids dissociation at the significance level 0.05 (Z = -2.928, p< 0.05)
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