This document discusses a study that used conceptual change text and concept mapping to help high school students remedy misconceptions about diffusion and osmosis. The conceptual change text first presented common student misconceptions and then provided scientific explanations with examples to create dissatisfaction with the misconceptions. Concept mapping after reading allowed students to externalize relationships between concepts. Example questions were given that are used to elicit student misconceptions, and the scientifically accurate responses were provided. The study found that combining conceptual change text with concept mapping helped students meaningfully learn about diffusion and osmosis.

1. • NUR AFIQAH BT MUHAMAD APANDI
D20091034872
• AMEERA BT YAHYA
D20091034814
• SITI SARAH BT MOHD SAIFUDDIN
D20091034843
• NURUL HUSNA BT ALIAS
D30091034858

2. Remediating High School Students’
Misconceptions Concerning Diffusion and
Osmosis through Concept Mapping and
Conceptual Change Text

3. combining conceptual change text and concept
mapping

4.  In these texts, the identified misconceptions of
the students are given first and then students
are informed of the scientific explanations
supported by examples to create
dissatisfaction.

5. The conceptual change approach suggests that the
four conditions must exist before a conceptual
change is likely to occur:
 1. There must be dissatisfaction with existing
conceptions
2. A new conception must be intelligible
3. A new conception must appear initially
plausible
4. A new concept should suggest the possibility of
a fruitful research program.

6.  STUDENT WILL ASK WITH THIS QUESTION TO
ELICIT MISCONCEPTION IN DIFFUSION
 1) a drop of blue dye was added to a beaker
containing clear water. After some time the
water turned to a light blue. Determine the
name of the process responsible for the blue
dye becoming evenly distributed in the water

7.  the process responsible for blue dye becoming
evenly distributed in the water is diffusion
because the dye separates into smaller
particles and mixes with water

8. 1) a drop of blue dye was added to a beaker
containing clear water. After some time the water
turned to a light blue. Determine the name of the
process responsible for the blue dye becoming
evenly distributed in the water
- The name of process is diffusion but the dye do not
separates into smaller particles and mixes with
water. The dye moves from higher concentration
to the lower concentration of dye until it reaches
dynamic equilibrium.

9. 2) A two-sided container separated by a
membrane was shown. Side 1 and side 2
included 10% and 15% salt water respectively.
Students were asked about the toxicity of side
1 relative to side 2

10.  side 1 hypotonic to side 2, because there are
fewer dissolved particles on side 1
 side 1 hypertonic to side 2, because water is
hypertonic to most things

11.  A two-sided container separated by a
membrane was shown. Side 1 and side 2
included 10% and 15% salt water
respectively. Students were asked about the
toxicity of side 1 relative to side 2
 side 1 hypotonic to side 2, but not because
there are fewer dissolved particles on side 1. It
because water move from higher concentration
to lower concentration
 side 1 is not hypertonic to side 2.

12.  After the implementation of the conceptual
change text, students prepared their own
concept maps on the related concepts.
 This allowed students to externalise all the
relationships formed in their cognitive
structure, and learn diffusion and osmosis
meaningfull

13.  Concept mapping requires students to identify
important concepts and show
interrelationships among them. In this way,
concept mapping is helpful in understanding
what a concept entails and promoting
meaningful learning.

16.  REFERENCE
-
Research in Science & Technological Education, V
03