Student conception and misconception in drawing phosphorus cycle based on worked example learning
Student conception and misconception in drawing phosphorus cycle based on worked example learning
复制标题
基于实例学习学生画磷循环的观念和误区
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Amprasto
中科院分区：
文献类型：
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作者：
R. Faujiyati;A. Rahmat;Amprasto
磷循环对于地球化学循环中的学生来说仍然是陌生的。当工作示例为学生提供了能够从现有示例中学习的机会时，本研究旨在揭示在工作示例学习实施过程中对磷循环的概念和误解。本研究以描述性研究的方式，透过分析学生所制作的图表，并对部分图表显示有错误概念的学生进行访谈。结果表明，样例可以帮助学生通过识别参与磷循环的组分、组分之间的关系以及训练学生追踪磷原子来获得磷循环的概念。由于学生对化学分子和植物生理学概念理解的局限性，只有少数学生（10.58%）存在误解。它也受到课堂上所提出的例子的影响。
The phosphorus cycle is still unfamiliar for students in the biogeochemical cycle. When worked example provides an opportunity for students to be able to learn from existing examples, this study seek to uncover the conceptions and misconceptions about the phosphorus cycle that carried out in the implementation of worked example learning. This research was conduct in the form of descriptive research by analyzing the diagram made by students and interviews conducted on some students whose diagram indicated contain misconception. Results showed that worked examples can help students to get a conception of the phosphorus cycle through the identification of the components involved in the phosphorus cycle, the relationships between components, and training students to trace phosphorus atoms. Misconception occurred only in a small proportion of students (10.58%) due to students’ limitations in understanding the concepts of chemical molecules and plant physiology. It also influenced by the presented examples during classwork.