Improving Chemistry Prospective Teacher's Conceptual Understanding of Resonance Using Multiple Representations

摘要

Resonance is an object in Organic Chemistry I course which involves multiple representations. The research aims to investigate the effects of multiple representations learning on the conceptual understanding of resonance in chemistry prospective teachers. The research method used in this study was a quasi-experiment. The research subjects were 56 second-semester chemistry education students who enrolled in Organic Chemistry I course. The research subjects were grouped into two classes which were the experimental class with multiple representations-based learning and control class with expository learning. Each class consisted of 28 students. The measuring instrument included 10 question items with three-tier test question type and a reliability of 0.634. The research result showed there was a positive effect on the use of multiple representations-based learning. This can be seen from the existence of a difference in the experimental and control classes' conceptual understanding. The conceptual understanding of resonance in the experimental class was higher than the control class.