The Development of Grade 12 Students’ Representational Competence in Electrochemical Cell through Model-Based Learning
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Abstract
Representational competence is one of the core competences which focuses on students as generators who choose from a variety of multiple representations to analyze, interpret, reflect, and criticize their own ideas. The objective of this qualitative research was to investigate the development of students' representational competence in electrochemical cell through model-based learning. The participants were 23 grade 12 students. Data were collected through representational competence questionnaire. The data were analyzed qualitatively using content analysis and an inductive analysis approach. The results indicated that 1) after model-based learning, students could shift levels of representational competence on the electrochemical cell representation to sub-microscopic level (level 2) and linking macroscopic and sub-microscopic level (level 3). However, the study showed that students were unable to reflect on and analyze the meaning of the features of their own representation. Moreover, some students could not shift their representational competence. After model-based learning, students could employ various modes of external representations to demonstrate the phenomena in the abstract levels in chemical understanding. The student's representation was related to concepts about electrochemical cells.
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