Open AccessChemistry students’ cognitive structures in oxidation-reduction, through an 8E learning cycle
Author(s) -
Yuli Rahmawati,
Achmad Ridwan,
Sylvia Faustine,
C. N. Auliyani,
Irma Ratna Kartika,
R. Rafiuddin
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1402/5/055053
Subject(s) - empathy , mathematics education , cognition , psychology , learning cycle , oxidizing agent , process (computing) , critical thinking , presentation (obstetrics) , chemistry , computer science , social psychology , organic chemistry , neuroscience , operating system , medicine , radiology
The purpose of this study was to analyse students’ cognitive structure in the concept of oxidation reduction by employing an 8E learning cycle model. 32 students in year-10 were participated in the study. Data was collected by a drawing and writing technique demonstrated through student worksheets, interviews, observations, and a reflective journal. The 8E learning cycle, which consist of engage, explore, e-search, elaborate, exchange, extend, evaluate and explain stages, was applied to the process. Data analysis consisted of data reduction, data presentation, and a conclusion. Students’ cognitive structures were divided into three categories, namely; an understanding, misconception and no understanding. Categories of understanding were found in the concept of redox, oxidizing agents and acid-base nomenclature, and transitions. Students’ misconceptions of categories were found in the redox applications and polyatomic. Students faced challenges in understanding the oxidation number and binary nomenclature. The results show that misconceptions were decreased through the implementation of the 8E learning cycle. The 8E Learning cycle also has implications for students’ critical thinking, collaboration, and empathy communication skills.