Resumo

WINARNI, Sri; EFFENDY, Effendy; BUDIASIH, Endang  e  WONORAHARDJO, Surjani. Constructing ‘Concept Approval Strategy,’ A Chemistry Learning Idea to Prevent Misconceptions. Educ. quím [online]. 2022, vol.33, n.2, pp.159-180.  Epub 28-Nov-2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2022.2.79841.

The research of misconceptions focuses on identification, prevention, and elimination. Misconceptions are more commonly identified and eliminated than prevented. Elimination of misconceptions tends to be ineffective because it tends to be resistant. Therefore, preventing misconceptions is a better option than trying to eliminate them. This article aims to construct a chemistry learning idea to prevent misconceptions based on four steps. The first step is to conduct a literature study to identify sources of misconception in chemistry. The five sources of misconceptions were found. The second step is to search for research articles that aim to overcome the misconceptions identified in the first step. The five relevant articles were found. The third step is to review the five articles that have been described to address the five misconceptions about the sources. The fourth step is to construct a learning strategy to prevent misconceptions in chemistry. The closest learning approach to preventing misconceptions is guided-inquiry oriented learning. However, there are no stages in the inquiry learning phase that detect misconceptions before they are applied. The students who have misconceptions can revise them during the concept validation stage. Students can apply valid concepts constructed during the application and problem-solving steps. So, the learning stages designed to prevent misconceptions are:(1) exploration; (2) concept construction; (3) concept validation; (4) concept application; and (5) problem-solving.

Palavras-chave : Misconception prevention; learning strategies; chemical concepts.

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