• NUR AFIQAH BT MUHAMAD APANDID20091034872

• AMEERA BT YAHYAD20091034814

• SITI SARAH BT MOHD SAIFUDDIND20091034843

• NURUL HUSNA BT ALIASD30091034858

Remediating High School Students’ Misconceptions Concerning

Diffusion and Osmosis through Concept Mapping and Conceptual

Change Text

combining conceptual change text and concept mapping

In these texts, the identified misconceptions of the students are given first and then students are informed of the scientific explanations supported by examples to create dissatisfaction.

The conceptual change approach suggests that the four conditions must exist before a conceptual change is likely to occur:

1. There must be dissatisfaction with existing conceptions 2. A new conception must be intelligible 3. A new conception must appear initially plausible 4. A new concept should suggest the possibility of a fruitful research program.

STUDENT WILL ASK WITH THIS QUESTION TO ELICIT MISCONCEPTION IN DIFFUSION

1) a drop of blue dye was added to a beaker containing clear water. After some time the water turned to a light blue. Determine the name of the process responsible for the blue dye becoming evenly distributed in the water

the process responsible for blue dye becoming evenly distributed in the water is diffusion because the dye separates into smaller particles and mixes with water

1) a drop of blue dye was added to a beaker containing clear water. After some time the water turned to a light blue. Determine the name of the process responsible for the blue dye becoming evenly distributed in the water

- The name of process is diffusion but the dye do not separates into smaller particles and mixes with water. The dye moves from higher concentration to the lower concentration of dye until it reaches dynamic equilibrium.

2) A two-sided container separated by a membrane was shown. Side 1 and side 2 included 10% and 15% salt water respectively. Students were asked about the toxicity of side 1 relative to side 2

side 1 hypotonic to side 2, because there are fewer dissolved particles on side 1

side 1 hypertonic to side 2, because water is hypertonic to most things

A two-sided container separated by a membrane was shown. Side 1 and side 2 included 10% and 15% salt water respectively. Students were asked about the toxicity of side 1 relative to side 2 side 1 hypotonic to side 2, but not

because there are fewer dissolved particles on side 1. It because water move from higher concentration to lower concentration

side 1 is not hypertonic to side 2.

After the implementation of the conceptual change text, students prepared their own concept maps on the related concepts.

This allowed students to externalise all the relationships formed in their cognitive structure, and learn diffusion and osmosis meaningfull

Concept mapping requires students to identify important concepts and show interrelationships among them. In this way, concept mapping is helpful in understanding what a concept entails and promoting meaningful learning.

REFERENCE-

Research in Science & Technological Education, Vol. 21, No. 1, 2003