<?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>S0187-893X2021000200053</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.2.75566</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Effectiveness of the "EMBE-R" Learning Strategy in Preventing Student's Misconception in Chemical Equilibrium]]></article-title>
<article-title xml:lang="es"><![CDATA[La eficacia de la estrategia de aprendizaje "EMBE-R"para prevenir los conceptos erróneos de los estudiantes sobre el equilibrio químico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jusnar]]></surname>
<given-names><![CDATA[Jusniar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</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[Sutrisno]]></surname>
<given-names><![CDATA[Sutrisno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad estatal de Makassar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal de Malang  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>53</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000200053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study has been carried to compare the effectiveness of EMBE-R (Engage, Modification, Building concept, Evaluation-Reflection) and verification strategies in preventing misconceptions in Chemical Equilibrium (CE). This study involved into two groups of students majoring in Natural Sciences from senior high school one located in South Sulawesi, Indonesia. The two groups have been fulfilled the homogeneity requirements. One group consisting of thirty-five students was taught using EMBE-R strategy. Another group, also consisting of thirty-five students, was taught using verification strategy. Student's misconceptions were identified using a three-tier diagnostic instrument on CE (TT-DICE). The effectiveness of the two strategies was also examined based on student's Scientific Reasoning Ability (SRA). Student's SRA was measured using the Classroom Test of Scientific Reasoning (CTSR) developed by Lawson. The descriptive analysis used to compare the number of misconceptions held by students in both groups. The study indicated that students who were taught with the EMBE-R strategy had four misconceptions, while the verification had nine-teen misconceptions. Besides, both in the two levels of SRA, i.e., high and low level, EMBE-R strategy is more effective in preventing misunderstandings than verification strategy. Thus, the EMBE-R strategy is more effective in preventing misconceptions in CE than verification strategy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio se ha llevado a cabo para comparar la efectividad de EMBE-R (Engage, Modification, Building concept, Evaluation-Reflection) y las estrategias de verificación para prevenir conceptos erróneos en Chemical Equilibrium (CE). Este estudio involucró a dos grupos de estudiantes con especialización en Ciencias Naturales de la escuela secundaria superior ubicada en el sur de Sulawesi, Indonesia. Los dos grupos han cumplido los requisitos de homogeneidad. A un grupo formado por treinta y cinco estudiantes se les enseñó utilizando la estrategia EMBE-R. A otro grupo, también compuesto por treinta y cinco estudiantes, se le enseñó utilizando la estrategia de verificación. Los conceptos erróneos de los estudiantes se identificaron utilizando un instrumento de diagnóstico de tres niveles en CE (TT-DICE). La eficacia de las dos estrategias también se examinó en función de la capacidad de razonamiento científico (SRA) del estudiante. El SRA del estudiante se midió utilizando la Prueba de Razonamiento Científico en el Aula (CTSR) desarrollada por Lawson. El análisis descriptivo utilizado para comparar el número de conceptos erróneos sostenidos por los estudiantes en ambos grupos. El estudio indicó que los estudiantes a los que se les enseñó con la estrategia EMBE-R tenían cuatro conceptos erróneos, mientras que la verificación tenía nueve conceptos erróneos. Además, tanto en los dos niveles de SRA, es decir, nivel alto como bajo, la estrategia EMBE-R es más eficaz para prevenir malentendidos que la estrategia de verificación. Por lo tanto, la estrategia EMBE-R es más eficaz para prevenir conceptos erróneos en CE que la estrategia de verificación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[EMBE-R strategy]]></kwd>
<kwd lng="en"><![CDATA[verification]]></kwd>
<kwd lng="en"><![CDATA[misconception]]></kwd>
<kwd lng="en"><![CDATA[chemical equilibrium]]></kwd>
<kwd lng="es"><![CDATA[Estrategia EMBE-R]]></kwd>
<kwd lng="es"><![CDATA[verificación]]></kwd>
<kwd lng="es"><![CDATA[concepción errónea]]></kwd>
<kwd lng="es"><![CDATA[equilibrio químico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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