Identification Chemistry Pre-Service Teacher^s Misconception on The Topic Atomic Structure Rika Siti Syaadah (a*), Maria Paristiowati (b), Hayyun Lisdiana (b)
Universitas Negeri Jakarta
Abstract
This study aimed to identifying pre-service teachers^ misconceptions in atomic structure through three-tier diagnostic test. Misconceptions are inaccurate understandings held by students which often became obstacles in learning (Duit & Treagust, 2008). Students thoose who have misconceptions about atomic structure will have difficulty to understanding others chemical matterials are related to atomic stucture. The study employ survey as a methodology which involved 138 pre-service chemistry teachers. The instrument used in this study was a 10 questions three-tier diagnostic test compiled by Treagust. Results showed pre-service teachers held misconceptions about atomic size (64,493%), particle of an atom and element (60,507%), atom in periodic table (73,9%), element symbol (41,66%). Based on findings it is recommended to implement teaching strategies and assesment that relate to material characteristics.
