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Green Chemistry-Based Dual-Situated Learning Model: An Approach that Reduces Students’ Misconceptions on Acids and Bases

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Overcoming Students' Misconceptions in Science

Abstract

In this study, green chemistry experiments have been used as learning events in the dual-situated learning model (DSLM), and the effectiveness of green chemistry-based DSLM in reducing misconceptions and improving understanding of acid–base concepts was measured. A total of 59 15-year-old Form 2 (equivalent to grade 8) students participated in the study that used a quasi-experimental design involving two groups, namely a comparison group (N = 29) and an experimental group (N = 30). A two-tier Acid and Base Diagnostic Test (ABDT) was used to measure misconceptions on acids and bases held by the students. One-way analysis of covariance (ANCOVA) was performed on the post-test scores with pre-test scores as covariates. The post-test mean score of the experimental group (M exp = 53.23; SDexp = 9.42) appears to be higher than the comparison group’s post-test mean score (M com = 49.59; SDexp = 10.20) and the difference between the mean scores was significant (F (1, 56) = 24.69, p < 0.05). The findings of the study indicate that green chemistry-based DSLM resulted in reducing students’ misconceptions and improving understanding about acids and bases.

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Authors and Affiliations

  1. Raja Tun Uda Secondary School, Bayan Lepas, Penang, Malaysia

    Tan Hwa Hwa

  2. School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

    Mageswary Karpudewan

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  1. Tan Hwa Hwa
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  2. Mageswary Karpudewan
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Correspondence to Tan Hwa Hwa .

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Editors and Affiliations

  1. School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

    Mageswary Karpudewan

  2. School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

    Ahmad Nurulazam Md Zain

  3. Science and Mathematics Education Centre (SMEC), Curtin University, Perth, Western Australia, Australia

    A.L. Chandrasegaran

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Hwa, T.H., Karpudewan, M. (2017). Green Chemistry-Based Dual-Situated Learning Model: An Approach that Reduces Students’ Misconceptions on Acids and Bases. In: Karpudewan, M., Md Zain, A., Chandrasegaran, A. (eds) Overcoming Students' Misconceptions in Science. Springer, Singapore. https://doi.org/10.1007/978-981-10-3437-4_8

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  • DOI: https://doi.org/10.1007/978-981-10-3437-4_8

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  • Online ISBN: 978-981-10-3437-4

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