<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2022000200159</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2022.2.79841</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Constructing &#8216;Concept Approval Strategy,&#8217; A Chemistry Learning Idea to Prevent Misconceptions]]></article-title>
<article-title xml:lang="es"><![CDATA[Construcción de una &#8220;estrategia de aprobación de conceptos&#8221;, una idea de aprendizaje de química para evitar conceptos erróneos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Winarni]]></surname>
<given-names><![CDATA[Sri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Effendy]]></surname>
<given-names><![CDATA[Effendy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Budiasih]]></surname>
<given-names><![CDATA[Endang]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wonorahardjo]]></surname>
<given-names><![CDATA[Surjani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,State University of Malang  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Syiah Kuala University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>159</fpage>
<lpage>180</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2022000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2022000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2022000200159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación de conceptos erróneos se centra en la identificación, prevención y eliminación. Los conceptos erróneos se identifican y eliminan con más frecuencia que se previenen. La eliminación de conceptos erróneos tiende a ser ineficaz porque tiende a ser resistente. Por lo tanto, prevenir los conceptos erróneos es una mejor opción que tratar de eliminarlos. Este artículo tiene como objetivo construir una idea de aprendizaje de química para prevenir conceptos erróneos basada en cuatro pasos. El primer paso es realizar un estudio de la literatura para identificar las fuentes de conceptos erróneos en química. Se encontraron las cinco fuentes de conceptos erróneos. El segundo paso es buscar artículos de investigación que tengan como objetivo superar las fuentes de conceptos erróneos identificados en el primer paso. Se encontraron los cinco artículos relevantes. El tercer paso es revisar los cinco artículos que se han descrito para abordar los cinco conceptos erróneos sobre las fuentes. El cuarto paso es construir una estrategia de aprendizaje para prevenir conceptos erróneos en química. El enfoque de aprendizaje más cercano para prevenir conceptos erróneos es el aprendizaje orientado a la investigación guiada. Sin embargo, no hay etapas en la fase de aprendizaje de la indagación que detecten conceptos erróneos antes de aplicarlos. Los estudiantes que tengan conceptos erróneos pueden revisarlos durante la etapa de validación de conceptos. Los estudiantes pueden aplicar conceptos válidos construidos durante los pasos de aplicación y resolución de problemas. Entonces, las etapas de aprendizaje diseñadas para prevenir conceptos erróneos son: (1) exploración; (2) construcción de conceptos; (3) validación del concepto; (4) aplicación del concepto; y (5) resolución de problemas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Misconception prevention]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[chemical concepts]]></kwd>
<kwd lng="es"><![CDATA[Prevención de conceptos erróneos]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[conceptos químicos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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