iset 2016 proceedings

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Proceedings of the 4th International

Conference of Science Educators

and Teachers (ISET) 2016

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The 4th International Conference of Science Educators and Teachers

is jointly organized by:

CO-ORGANISERS

Faculty of Education, KhonKaen University

SUPPORTING ORGANIZATION

Faculty of education,

Kasetsart University

Faculty of education and

Development Sciences,

Kasetsart University

Faculty of Education

Thaksin University

Science Education

Association (Thailand)

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Science Education Center

Srinakharinwirot

university

Institute for the

Promotion of Teaching

Science and Technology

Mindanao State University

Iligan Institute of

Technology

ISET 2016 Bridging the Gap, Moving to the Future

ISBN: 978-616-223-817-8

Copyright 2016

Produced by KhonKaen University

Copyright of the abstracts belongs to the authors.

The contents may not be reproduced without permission of the respective authors.

National Library of Thailand Cataloging in Publication Data

KhonKaen University, Bridging the Gap, Moving to the Future.

ISET 2016: Conference Proceedings.--: Faculty of Education KhonKaen

University, 2016.

694.

1. Science Education – Conference. 2. Science Teaching and Learning – Research. 3. Teacher Education – Research.

ISBN: 978-616-223-817-8

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Preface

Welcome to The international conference for science educators and teachers

(ISET) 2016 that held from 3rd – 5th May 2016, in Khon Kaen, Thailand. And,

welcome to Khon Kaen city.

The ISET 2016 was jointly organized by Science Education Association

Thailand (SEAT), Khon Kaen University, Kasetsart University,

Srinakharinwirot University, Taksin University, Mindanao State University-

lligan Institute of Technology, Philippines, The Institute for the Promotion of

Teaching Science and Technology (IPST), Thailand.

This year, more than 250 abstracts were submitted in. And, educators from 11

countries participated in the ISET 2016 including Australia, Canada, Japan,

Korea, Lao PDR, Malaysia, Philippines, Singapore, Taiwan, Vietnam, and

USA. We believe that the oral and poster presentation provides a valuable

opportunity for researchers to share their works and to seek further

collaboration.

Approximately 100 full papers were submitted to publish in the proceedings of

ISET 2016. All abstracts and full papers were peer reviewed by international

reviewers with relevant expertise to ensure high-quality work. Papers of our

proceeding will certainly stimulate more interesting research works in these

relative areas in Asia-Pacific countries and beyond. We hope that readers will

find the newly ideas relevant to their research works in this proceeding.

Editorial Board of ISET 2016

Assist.Prof. Chokchai Yuenyong, Assist. Prof. Chanyah Dahsah,

Assist. Prof. Pongprapan Pongsophan, Assist. Prof. Chatree Faikhamta,

Prof. David Treagust, Prof. Peter Charles Taylor,

Prof. Gregory P. Thomas, Prof. Manabu Sumida,

Prof. Fang-Ying Yang, Prof. Lilia Halim,

Prof. Manuel B. Barquilla, Assoc. Prof. Kim Chwee Daniel Tan

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Table of Content

1 Coherent Understanding on Force Among High School Students

Joy R. Delos Reyes, Nafisah A. Racmat, Sotero O. Malayao Jr., Myrna E.

Lahoylahoy and Elesar V. Malicoban

1

2 Redox and Precipitation Titration: Continuously Quantitative Determination of

Iodide and Oxalate in Mixture Samples

Sudarat Pragobdee, Rattana Mahachai and Poonsuk Poosimma

7

3 Construction of a Centripetal Force Experiment on LEGO Education

Pollawat Dumrongkitpakorn

13

4 Developing the Explicit Nature of Science Learning Unit in Structure of Earth

Puttawannee Junnamom and Chokchai Yuenyong

18

5 The Effects of Predict-Observe-Explain Learning Sequences Supplemented

with Physics Experiment Kits on Electricity Concepts of Grade 11 Students

Nithinan Sreesarakham, Pattawan Narjaikaew, Chanchira Choomponla and

Dennis Lamb

25

6 Developing the Explicit Nature of Science Global Warming Learning Unit

through Science, Technology and Society (STS) approach

Suriya Khunwandee and Chokchai Yuenyong

32

7 A Content Analysis of Research Trends in International Journal of Science

Education

Nitipong Siriwong and Jeerawan Ketsing

40

8 Relationship of Students’ Internet Usage and Academic Performance

Dharel P. Acut, Mark Joshua C. Carpo, Jun Karren V. Caparoso, Joy R.

Magsayo and Virginia A. Sombilon

45

9 Titrimetric Determination of Mixtures: An Experimental Design for the

Undergraduate Students

Sudarat Pragobdee, Rattana Mahachai and Poonsuk Poosimma

52

10 Developing the Explicit Nature of Science Sound Pollution Learning Unit for

Thai Grade 11 Students

Sutthaya Jumpathong and Chokchai Yuenyong

58

11 Development of the Experiment about the Separation of Transition Metals for

Undergraduate Chemistry Students

66

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Nuntiya Chuekhamhot, Ratana Mahachai and Poonsuk Poosimma

12 Dal Utilization of FCI and R-FCI IN Exploring The Misconception and

Consistency on Force

Fredyrose Ivan L. Pinar, John Paul C. Cabahug, Krystine Mae R. Tee, Sotero

O. Malayao Jr., Elesar V. Malicoban, Christine Joy G. Aban

71

13 Mental Models of Molecular Polarity in 10th Graders Based on Traditional

Lecturing Method

Keerati Punaha , Gotchaporn Klinmalee and Parichat Saenna

80

14 Development of Science Laboratory Activity on Blood Typing and Blood

Clotting Time : Boost Engagement and Facilitate Learning In Biology

Everlita E. Canalita and Victoria A. Tarranza

87

15 Development of an Interactive Lesson on Water Cycle

Maria Regie L. Langam1, Hanniah S. Panginuma2, Joy R. Magsayo3, Jun

Karren V.Caparoso4 and May A. Caῆedo

100

16 Examining Provided Nature of Science in Thailand Lower Secondary School

Science Textbook in Topic of the Solar System models

Nudchanard Saenpuk and Chokchai Yuenyon

108

17 Development of Supplementary Teaching Materials on Cellular Reproduction

and Genetics

Katherine Grace Judith Liwanag, Joy R. Magsayo, Myrna E. Lahoylahoy and

Josefina M. Tabudlong

116

18 Knowledge, Awareness and Attitude of Meranao Students of Lanao Del Sur

Toward Indigenous Herbal Plants

Hanifa T. Hadji Abas and Monera A. Salic-Hairulla

123

19 Developing of Teaching Module to Enhance Scientific Explanation in

Galvanic Cell of 12 th Graders

Wiriya Tasee and Parichat Saenna

131

20 Relationship of NCAE and Academic Performance: Basis for Students’ Senior

High School Career Strength

Shalom Grace C. Sugano and Manuel B. Barquilla

140

21 Comparison the Mathematical Rule of Three in Science Classroom Activity

Paisan Srichaitung, Rujira Sinchai, Chanyaporn Aum-Aong and

Sunithi Klongklaew

148

22 Developing STS Force and Motion Unit for Enhancing Thai Students’ 156

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Capability of Engineering Process Design

Jintana phooyodta and Chokchai Yuenyong

23 Improving Biology Major Undergraduate Students Understanding of Organic

Chemistry Concepts through A Ball-and-Stick Model

Patcharee Rompayom Wichaidit

165

24 The Effects of Incorporating Guided-Inquiry Laboratory with Concept

Mapping on Integrative Thinking Abilities in Diffusion and Osmosis of

10 Graders

Pensiri Phongam and Parichat Saenna

180

25 Applying Lamap’s Viewpoints in Developing Problem-Solving Ability

Among Junior High School Students (A research into teaching The

Transformation of Substances)

Nguyen Thi Thuy , Do Huong Tra , Nguyen Thi Thuan

188

26 High School Students’ Mental Representation of Intermolecular Forces

Maneekarn Temluang , Keerati Punaha , Kasinee Chalermsaen and

Parichat Saenna

196

27 Development of the 21st Century Skills about Critical Thinking on

Reproduction of Flowering Plants of Grade 11 Students through Science

Technology and Society Approach (STS Approach)

Ruthairat Bauphitak and Chokchai Yuenyong

204

28 Analyzing Students’ Performance On Different Problem Posing Activities

Alexis Michael B. Oledan, Josie Vic D. Mendoza, Myrna E. Lahoylahoy and

Imelda S. Aniversario

211

29 Effects of The Developed Problem Posing Activities on Students’

Mathematical Creativity

Alexis Michael B. Oledan, Josie Vic D. Mendoza, Myrna E. Lahoylahoy and

Imelda S. Aniversario

219

30 Tropical Cyclone Awareness, Knowledge and Preparedness: Basis for

Development of Storm Management Program

Joanna H. Homillano, Nadjah B. HadjiAmer, Joy R. Magsayo,

Jun Karren V. Caparoso and Myrna E. Lahoylahoy

229

31 Developing Students’ Critical Thinking through Physics Experimental

Exercises

Nguyen Quang Linh and Do Huong Tra

240

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32 Grade 11 Students’ Ability of Problem Solving in the STS Learning Unit of

the Factors in Rate of Chemical Reactions

Jeeruwan Chattabud, Paisan Suwannoi and Chokchai Yuenyong

250

33 Scientific Creativity Among Selected High School Students

Blair Joy O. Guingguing, Desiree Ann A. Yway, Joy R. Magsayo,


254

34 Using the Technological Process to Build a Model from

Fischertechnik Training Set by STEM

Metee Meekeaw, Burapha Srichaya and Jirunthanan Pungsuk

261

35 Impact of Parental Engagement to Pupils’ Academic Performance

Justine Martha O. Amodia, Kenneth E. Balucan, Angieniel O. Zaballero,

May A. Cañedo, Myrna E. Lahoylahoy and Joy R. Magsayo

267

36 Enhancing Knowledge Construction through Activities in Learning Climate

Banquiao, Jhunrhen Mae B and Jessah Jean A. Cabalida

273

37 Development of Monograph In Phases of The Moon

May A. Cañedo, Sotero O. Malayao, Jr., Elesar V. Malicoban, Lumen A. Baco

and Cristina D. Asibal

281

38 Effectiveness of Mathematics e-Learning Kit (MeLK) in Teaching Linear

Equations

Dante Joma P. Zabala, Dr. Myrna E. Lahoylahoy, Estela Joy A. Sol and

Eric P. Villarta

290

39 Study of a Method of Assessing Students Creativity in Teaching/Learning of

Physics in High School

Tuong Duy Hai and Do Huong Tra

297

40 Supporting Science Learning through the Enhancing Students’ Thinking Skills

and Teachers’ Thinking Research Project

Warawan Chantharanuwong, Gregory P. Thomas, Khajornsak Buaraphan,

Chaiyapong Ruangsuwan, Kitti Booncerd, Sukanya Anankaphan,

and Manabu Sumida

305

41 Grade 10 Thai Students’ Scientific Argumentation in Learning about Magnetic

Field through Science, Technology, and Society (STS) approach

Amporn Chitnork and Chokchai Yuenyong

314

42 Current Situation of Science Learning in the Leading Thinking School

Warawan Chantharanuwong, Gregory P. Thomas, Khajornsak Buaraphan,

319

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Chaiyapong Ruangsuwan, Borwon Jaipam and Surat Hanwara

43 Alice's Adventure in Water-Land: An Adventure in English, Chemistry, and

Pedagogy for Pre-service Chemistry Teachers

Duangkhae Srikun

326

44 Fantastic Contraption and Tracker as ICT Tools in Teaching Projectile Motion

Amante T. Amaa,b, Khryss Jericho A. Arañasa, Joscel Kent P. Manzaneroa,

Jerome S.Del Castilloa and Arlene T. Arriolaa

333

45 Environmental Awareness, Knowledge, and Attitude of Maranao Students,

Teachers, and Parents in the Philippine Integrated School

Janinah D. Dipatuan, Eleanor M. Diambrang, Joy R. Magsayo,


345

46 Inquiry-Based Teaching in Developing Students’ Scientific Competence at

Lower Secondary Schools

Nguyen Thi Thuan, Do Huong Tra and Nguyen Thi Thuy

351

47 Students’ Conceptual Change on Climate Change of Grade 7 Students

through Model-Based Inquiry (MBI)

Patthareeya Thaweejit and Jiradawan huntula

359

48 The Conceptual Change of Grade 9 Students in Buoyant Force By Using

Predict - Observe - Explain (Poe)

Jutamas Nuchit and Wimol Sumranwanich

368

49 The Development of Conceptual Understanding on Energy and Momentum

through Interactive Lecture Demonstration (ILD) Approaches

Kanchana Matcha and Jiradawan Huntula

373

50 Teaching Styles of Teachers and Learning Styles of Grade 9 Students in

Science Subject under K to 12 Curriculum

Monera Salic-Hairulla Analou Vanessa U. Ancay and Sotero Malayao Jr.

381

51 Students’ Capabilities of Applying the Philosophy of Sufficiency Economy in

Learning about Natural Resources through STS Approach

Nattaya Yothasiri and Chokchai Yuenyong

387

52 Conceptual Understanding on Biotechnology among BEED Science and

Health Students: A Basis for Curriculum

Monera Salic-Hairulla, Fema M. Abamo and Munap H. Hairulla

392

53 The Tai Yai Primary School Student Ideas about Phase of The Moon 400

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Kalanya Suriyapor and Kreetha Kaewkhong

54 A Case Study: Scientific Reasoning Abilities of Thai Grade 9 Students for

Model-Based Approach Classroom Development

Fonthip Tanachaisittikul and Kreetha Kaewkhong

406

55 Preliminary Environmental Audit Of Plastic Wastes Management In Food

Service Centers Of Msu-Iit

Vanessa Balisco-Zabala, Prof. Esmar N. Sedurifa And Dr. Liwayway S.

Viloria

413

56 Grade 10 Students’ Conceptual Understanding of Solid Liquid and Gas

Nipawan Talubthomg and Wimol Samranwanich

420

57 The Development of Conceptual Understanding in The Direct Current through

Interactive Lecture Demonstration (Ild) Approach of Grade 11 Students

Alita Rattana and Jiradawan Huntula

425

58 Themes of Indigenous Knowledge System as Basis for Teaching Concepts of

Climate Change Adaptation

Josefina M. Tabudlong and Aproniano R. Panorel

434

59 Development of Monograph in Weather Disturbances for Grade 5

April Rose P. Sarillana, Chrislyn G. Sobrepeña and Camille Flor P. Gasco

440

60 Incorporating a Lab Based Approach with Simulation to Promote Three Levels

of Representation

Kasinee Chalermsaen and Romklao Artdej

448

61 Grade 10 Students’ Prior Understanding of Nature of Science (Nos)

Nakhonrat Tainpet and Wimol Sumranwanich

455

62 Investigating Thai Primary School Science Teacher Ideas about Reflection and

Refraction of Light

Kreetha Kaewkhong

460

63 Improving Higher Order Thinking Skills by

Scaffolding in Group Investigation: a Mixed Method Study

Supriyono Koes-H, Wartono, Muhardjito and Rizki Amelia

466

64 Comparisons of Biomolecule Conceptions of Muthayomsuksa 6 Students

between Learning through Sience, Technology and Social Approach

Supplemented with Vee Heuristic Diagram and Traditional Teaching Method

Sakchai Wongvilas, Rungtiwa Junwattanawong and Nookorn Pathommapas

475

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65 Teacher-Student Interaction in Science Classrooms

Jamorol, Dayanara, Kuizon, Hyacinth S., Magtajas, Othniel I., Capilitan,

Diamer B., Malayao, Sotero O. and Sequete, Fernando R. Jr.

481

66 Coping up the Challenges in Teaching Secondary Science

Suzette M. Balboa, Rea Christymae A. Duran, Dainie P. Pandan, Ernilyn V.

Permites, Hairulla, Monera S. And Diamer B. Capilitan

486

67 Student Understanding in Biomolecue Conceptions between Learning through

Problem-Based Learning Approach Supplemented

with Graphic Organizer Techniques and Traditional Teaching Method

Prarichat Sittisarn, Rungtiwa Junwattanawong and Nookorn Pathommapas

492

68 Varied Teaching Approaches to Determine Students’ Performance and

Memory Retention

Fernando R. Sequete Jr., Sydney T. Gengos, Rahimah A. Pangcatan,

Lainie I. Mamaki and Diamer Banding Capilitan

498

69 Assessment on the Availability and Utilization of Science Laboratory

Facilities in Relation to Conceptual Retention of Grade 8 Students of Iligan

City

Shawn N. Pintor, Jason A. Lovitos, Zekia Alyssa D. Labadan and

Everlita E. Canalita

502

70 Study of Scientific Problem-Solving Abilities Based on Scientific Knowledge

about Atmosphere and Weather for Mathayomsuksa I Students

Phoorin Thaengnoi, Chaninan Pruekpramool, Nason Phonphok and

Somson Wongyounoi

510

71 The Study of Critical Thinking Skills of Seventh Grade Hmong Hilltribe

Students in Tak Province

Kritsana Lohakarok, Chaninan Pruekpramool, Somson Wongyounoi and

Kanchulee Punya-In

517

72 The Experimental Kit through Interactive Lecture Demonstration (Ilds) to

Enhance Student’s Understanding in Newton’s Second Law

Palakorn Tuaprakhon and Jiradawan Huntula

525

73 Extending Bingohm Technique to other Physical and Mathematical Relations

for Finding Solutions: A Model

Amante T. Amaa and Arnulfo Aaron R. Reganita

536

74 Improving Students’ Mental Representation and Scientific Explanation on

Diffusion and Osmosis through Model-Based Inquiry (Mbi)

Chaipichit Warasit and Jiradawan Huntula

549

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75 Development of Monograph in Electricity and Magnetism for Grade V Sittie

Nor P. Cabaro, Roqueza S. Benejol, Micha E. Gabule, May A. Cañedo, Sotero

O. Malayao Jr. and Elesar V. Malicoban

560

76 The Development of 21st Century Skills of Grade 10 Students with Project

Based Learning Using ICT

Patiwat Sritipsak, Pattamaporn Pimthong and Apisit Songsasen

567

77 Augmented Reality Enhanced Learning in Phylum/Division Basidiomycota

Urachart Kokaew, Monlica Wattana, Wachirawut Thamviset, Sutita

Faungfoo1 and Naladtapron Aottiwech

577

78 The Development of Pre-Service Science Teachers’

Understanding of Pedagogical Content Knowledge for Inquiry

Teaching in Science Methods Course

Siriphan Satthaphon, Pattamaporn Pimthong and Theerasak Weerapassapong

586

79 Teaching and Learning about Chemical Substances in Everyday Life in Grade

4 Classrooms:A Conceptual Change Approach

Kritsada Sanguansin and Pattamaporn Pimthong

594

80 Thai Student Teachers’ Prior Understanding of Nature of Science (NOS)

Nattapong Songumpai, Wimol Sumranwanich, and

Siriwan Chatmaneerungcharoen

602

81 A Study of Understanding of Electric Circuit and the Relation between

Attitudes and Problem Solving Skill for 12th Grade Engineering Science

Classroom Students

Chanakan Chomngam and Sukanyapat Dokkhularb

608

82 Improving Student Centered Lesson Plan Through Reflective Teaching

Amelia T. Buan, Darelyn Cajeles and Julmarie Bolotaolo

612

83 Comparisons of Biomolecule Conceptions of Muthayomsuksa 6 students

between Learning through Science, Technology and Social Approach

Supplemented with vee heuristic Diagram and Traditional Teaching Method

Sakchai Wongvilas1, Rungtiwa Junwattanawong, and Nookorn Pathommapas

623

84 Student Understanding in Biomolecule Conceptions between Learning

Through Problem-Base Learning Approach Supplemented with Graphic

Organiser Techniques and Traditional Teaching Method

Prarichat Sittisarn, Rungtiwa Junwattanawong, and Nookorn Pathommapas

629

85 Detecting Potentially Biased Item in Paper-Based and Computer-Based 635

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Achievement test

Amelia T. Buan

86 Fabrication a Simple, Low Cost, Home Made Battery to Study

Electrochemistry

Chaleompon Budsaban, Sonthi Phonchaiya and Akapong Suwattanamala

641

87 Relationship of NCAE and Academic Performance: Basis for Students’ Senior

High School Career Strength

Shalom Grace C. Sugano and Manuel B. Barquilla

649

88 Development of Monograph in Weather disturbances for grade 5

April Rose P. Sarillana, Chrislyn G. Sobrepeña and Camille Flor P. Gasco

657

89 Dual Utilization of FCI and R-FCI in Exploring the Misconception and

Consistency on Force

Fredyrose Ivan L. Pinar, John Paul C. Cabahug, Krystine Mae R. Tee, Sotero

O. Malayao Jr., Elesar V. Malicoban and Christine Joy G. Aban

665

90 Impact of Parental Engagement to Pupils’ Academic Performance

Justine Martha O. Amodia, Kenneth E. Balucan, Angieniel O. Zaballero,

May A. Cañedo, Myrna E. Lahoylahoy and Joy R. Magsayo

674

91 Integrated Science Process Skills on Acid-Base of 11th Graders Using Inquiry

Based Learning

Arnan Kumpermpoo and Parichat Saenna

680

92 Development of a PhET-Based Laboratory Activity in Teaching

Direct Current Circuits

Vel Marie C. Palisbo ,Arlyn S. Pusta, Jonell B. Razo, Sotero O. Malayao, Jr.,

Ellen J. Castro and Neal Alfie Y. Lasta

684

93 Development of a Board Game in Teaching Direct Current Circuits Vel Marie

C. Palisbo , Arlyn S. Pusta, Jonell B. Razo, Sotero O. Malayao, Jr., Ellen J.

Castro and Neal Alfie Y. Lasta

690

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Coherent Understanding on Force Among High School Students

Joy R. Delos Reyes*, Nafisah A. Racmat, Sotero O. Malayao Jr., Myrna E. Lahoylahoy and Elesar V. Malicoban

Department of Science and Mathematics Education, College of Education, Mindanao State University Iligan Institute of Technology, Iligan City, Philippines

AbstractForce is one big concept that contains several micro-concepts that are overarching. For more than 2 decades, the investigation about force has been dominated by the use of Force Concept Inventory (FCI) as evaluation tool. However, FCI is best utilized as diagnostic tool to identify coherent cognitive studies among learners.In this study, a total of 396 students coming from different public high schools responded to the Force Concept Inventory (FCI). The profile on misconceptions reveals a non-coherent pattern with respect to year level and gender. No specific trend is established and only few differences were identified. This finding seems to point out that increasing year level thus not necessarily diminish misconceptions. Thus, the overall cognitive structure on force is sporadic in nature and it did not arrive at a level of coherence.Keywords: Force, Force Concept Inventory, Misconception, Cogitive Structure, Level of Coherence

1. IntroductionOver the last few years some physics education researchers have begun to focus more on the process by

which students construct their own knowledge rather than on the scientific correctness of the end product (Rebello & Zollman, 2005). Physics education research has shown that students have difficulties in understanding basic physics concepts and the difficulties are not easily overcome (McDermott & Redish, 2005). To improve the situation there has been an attempt to focus more on basic concepts, where ideas are first developed at a conceptual level with little or no mathematics in contrast to traditional approaches where definitions are introduced in mathematical form (Gautreau & Novemsky, 2003).

In the different science subject areas, achievements in Physics of Filipino students appeared below the international standards (US Department of Education National Center for Education Statistics 2000, International Association for the Evaluation of Educational Achievement 2004). In the Services for International Students and Scholars (SISS), the Philippines ranked almost at the bottom of the list of seventeen (17) nations which took part in this large-scale evaluation of educational achievement. Similar outcomes were revealed in the 1995, 1999 and 2003 Trends in International Mathematics and Science Study (National Center for Education Statistics (TIMSS). Findings of Philippine-based studies (Figuerres 1985, Calacal 1999, Capistrano 1999, Orleans 2007) also presented the same conclusion of low student achievement in physics. Considering the worth of knowing physics, it becomes a challenge for teachers how they could make physics teaching more attractive to the students (Orleans, 2007).

This poor student achievement has prompted educational researchers globally to continuously identify Factors inside and outside the classroom affect student achievement, however, experts claim that the key factor in what comes out at the end of schooling is what goes on in the classroom (California Education Policy Seminar & California State University Institute for Educational Reform, 2001).

1

Proceeding International Conference of Science Educators and Teachers (ISET) 2016

2

The topics on force, motion and energy are being discussed from Grade 3 to Grade 10 in the spiralling Progression with supposed increasing degree of complexity but there is no guarantee that the emerging cognitive Structure is coherent or not (Science Curriculum Guide, 2013). The concept of force, motion and energy can be thought as one of the topics in physics that could be hardly understood especially as the discussion progresses with increasing difficulty (Wolchover, 2014).

Misconception is often a mistaken thought, idea or notion, a misunderstanding, a false view, an incorrect conception or interpretation (The Free Dictionary, 2011). Misconceptions are hard to correct and to remedy and it misconceptions in student learning is serious for it will hinder students to learn advanced concepts and if is not engaged, misconceptions may fail to grasp new concepts among students (Donovan, et. al., 1999).

ceptions in Physics, 2009). Misconceptions can have serious impact on student learning (Pablico, 2010). The prevalence of those misconceptions hinder students from learningmore advanced concepts, and as they continue to build up erroneous knowledge, it becomes more difficult to rectify the misconceptions (Pablico, 2010). If their initial understanding is not corrected, they may fail to grasp new concepts and information presented in the classroom, or they may learn them for purposes of a test but revert to their preconceptions once outside the classroom (Donovan, et. al., 1999). It is then important that the science teacher should find ways to identify and carefully address those misconceptions that students bring to class (Pablico, 2010).2. Methodology

The used of questionnaire particularly the Force Concept Inventory (FCI) test is one of the instruments used in the study. The Force Concept Inventory test (Hestenes, et.al, 1992) is a tool used to assess student understanding of the basic concepts in Newtothe different force sub-concepts.

The researchers used purposive sampling in determining the number of students to be administered in the study. The researchers have selected high school students who are dedicated enough to respond in the study. The researchers then purposively selected the Grade 7 Grade 10 students on the different public schools in Lakewood, Zamboanga Del Sur, Philippines to be the respondents of the study. The random sampling in choosing/picking the subjects of study was also used.2.1. Target group

The respondents were Grade 7, Grade 8, Grade 9, and Grade 10 high school students from Lakewood, Zamboanga Del Sur with distribution samples from JHCSC-Canuto MS Enerio Campus, Poblacion Comprehensive National High School (PCNHS) and Diosdado Macapagal Memorial National High School (DMMNHS). The respondents who were selected are those who were enrolled in the said schools for the school year 2015-2016.2.2. Methods of Inquiry

The mix of qualitative and quantitative research was the most appropriate research design for our study that has been conducted. The descriptive research method was also used in which the result relied solely on the test performance particularly their level of misconception about the different force sub-concepts through the interpreted data.

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Table 1. A Taxonomy of Misconceptions probed by the Inventory.Presence of the misconceptions is suggested by selection of the corresponding Inventory Item

1. KinematicsK1. Position-velocity undiscriminatedK2. Velocity-acceleration undiscriminated K3. Nonvectorial velocity composition

Inventory Item20B,C,D20A,21B,C7C

2. ImpetusI1. Impetus supplied by "hit'I2. Loss/recovery of original impetus I3. Impetus dissipationI4. Gradual/delayed impetus build-up I5. Circular impetus

9B,C,22B,C,E,29D4D,6C,E, 24A,26A,D,E5A,B,C,8C,16C,D,23E,27C,E29B,6D,8D,24B,D,29E4A,D,10A

3. Active ForceAF1. Only active agents exert forces 11B,12B,13D,14D,15A,B,18D,22AAF2. Motion implies active force AF3. No motion implies no force

29A12E

AF4. Velocity proportional to applied force 25A,28AAF5. Force causes acceleration to terminal velocity AF6. Active force wears out

4. Action/Reaction Pair17B,17A,25D25C,E

AR1. Greater mass implies greater force 2A,D,11D,13B,14BAR2. Most active agent produces greatest force

5. Concatenation of influencesC11. Largest force determines motionC12. Force compromise determines motion C13. Last force to act determines motion

6. Other Influences on motion

13C, 11D,14C18A,E,19A4C,10D, 16A, 19C,D,23C,24C6A,7B, 24B,26C

ResistanceCF. Centrifugal force 4C,D,E 10C,D,EOb. Obstacles exert no force 2C,9A,B,12A,13E,14E

GravityR1. Mass makes things stopR2. Motion when force overcomes resistance R3. resistance opposes force/impetusG1. Air pressure-assisted gravity G2. Gravity intrinsic to mass G3. Heavier objects fall fasterG4. Gravity acts after impetus wears down G5. gravity acts after impetus wears down

29A,B, 23A,B28B,D28E9A,12C,17E,18E5E, 9E,17D1A,3B,D5B, 17B5B, 16D, 23E

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3. Research FindingsThe study shows the results of the nine (9) categories of misconceptions by year level shown in the Table 2

with the average misconceptions and Table 3 with summary of most and least misconceived items as generated by responses of the 396 secondary high school students to Force Concept Inventory (Hestenes, Wells & Swackhammer, 1992).Table 2: Summary of the Misconceptions by Year Level

Category Grade 7 Grade 8 Grade 9 Grade 10Average % Average % Average % Average %

Kinematics 1.8 60.0 1.7 56.7 1.7 56.7 1.5 50.0Impetus 5.6 43.1 5.8 44.6 5.2 40.0 5.4 41.5Active Force 3.3 30.0 3.6 32.7 3.4 30.9 3.5 31.8Action/Reaction Pair

1.8 45.0 1.8 45.0 1.7 42.5 2.1 52.5Concatenation of Influences

3.5 35.0 3.1 31.0 3.4 34.0 3.5 35.0Centrifugal Force 0.8 40.0` 1.0 50.0 1.1 55.0 0.9 45.0Obstacles Exert No Force

1.2 24.0 1.5 30.0 1.1 22.0 0.9 18.0Resistance 1.4 46.7 1.5 50.0 1.6 53.3 1.5 50.0Gravity 3.2 35.6 3.1 34.4 3.2 35.6 2.4 26.7

Table 3: Summary of the Misconceptions by Gender Category Year Level /Gender Average

MisconceptionsMisconceived Items

Highest Lowest Highest Lowest Most MisconceivedLeastMisconceived

Kinematics 9-Male 9-Female 2.22 1.29 (21B,C), (7C)(20B,C,D)Impetus 8-Female 9-Female 5.97 4.86 (5,A,B,C), (6D), (29E)(22B,C,E),(4A,D)

Active Force 8-Male 7-Male 3.79 3.15 (12B), (25C,E) (13D), (25D),(28A)

Action 10-Female 9-Male 2.33 1.51 (2A,D), (14B) (14C), (13B)/Reaction PairConcatenation 10-Male 8-Female 4.08 2.80 (18A,E), (16C), (16A), 24(B)of Influences (6A), (19C,D)Centrifugal 9-Male 7-Female 1.08 0.75 (10C,D,E) (4C,D,E)ForceObstacles 8-Male 10- 1.55 0.69 (9A,B) (14E)Exert No Force and Female

FemaleResistance 9-Female 7-Male 1.75 1.35 (29A,B), (28B,D) (28E)Gravity 9-Male 10-Male 3.27 2.36 (3B,D) (23E), (17E), (9A)

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Specifically, this study aimed to the answer the following questions: 1.) What are the alternative conceptions on the respondents of force? a.) most misconceived sub-concepts, b.) least misconceived sub-concepts 2.) Is there a significant difference in the misconception when compared by year level? by gender?

Based on the results presented in Table 2, Grade 9 respondents obtained the highest average misconception on Centrifugal Force, Resistance and Gravity with 61.38%, 53%, 54.3% and 36% respectively. However, Grade 10 respondents got the highest average misconception on Action/reaction Pair and Concatenation of Influences with 35.40% and 31% respectively. Also, Grade 8 respondents obtained the highest average misconception on Impetus,Active Force and Obstacles Exert No Force with 44.6%, 33.18% and 31% respectively.While Grade 7 got the highest average misconception only on Kinematics with 60.3%.

Moreover, if we consider the gender, Grade 9 male respondents obtained the highest average misconception on Kinematics, Centrifugal Force and Gravity with 74%, 54% and 36.33%respectively while Grade 9 female respondents got the highest average misconception Resistance with 58.33%. The Grade 8 male respondents obtained the highest average misconception on Active Force and Obstacles Exert No Force with 34.45% and 31% respectively while Grade 8 female students got the highest average misconception on Impetus and Obstacles Exert No Force with 45.92% and 31% respectively. Also, Grade 10 male respondents obtained the highest average misconception on Concatenation of Influence with 40.8% while Grade 10 female respondents got the highest average misconception on Action/Reaction Pair with 58.25%.4. ConclusionTable 4. Summary of Test of Difference by Year Level and Gender

Misconception Year Level GenderMisconception AMisconception B Misconception C Misconception DMisconception E Misconception F Misconception GMisconception HMisconception I

Not SignificantNot SignificantNot SignificantNot SignificantNot SignificantNot Significant

SignificantNot Significant

Significant

Significant Not Significant Not Significant Not Significant

SignificantNot Significant Not Significant Not Significant Not Significant

Based on the preceding findings, the researchers arrived at the following conclusions:There was no significant difference between the misconceptions of the Grade 7, Grade 8, Grade 9 and

Grade 10 respondents on the seven (7) sub-categories of force namely: Kinematics, Impetus, Active Force, Action/Reaction Pair, Concatenation of Influences, Centrifugal Force and Resistance.There was significant difference between the misconceptions in the four (4) year levels on the 2 (two) force sub-concepts namely: Obstacles Exert No Force and Gravity.

There was no significant difference between the misconceptions when compared by gender in Grade 7, Grade 8, Grade 9 and Grade 10 respondents on the seven (7) sub-categories of force namely: Impetus, Active Force, Action/Reaction Pair, Obstacles Exert No Force, Centrifugal Force, Resistance and Gravity.

There was significant difference between the misconceptions by gender in the four (4) year levels on the 2 (two) force sub-categories namely: Kinematics and Concatenation of Influences.

There was no coherent cognitive structure of the different sub-concepts of force when compared by year level and gender. As we look into the trend of the misconception rate per year level, the result was inconsistent, it vary from one sub-category to another.

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5. AcknowledgmentsThe researchers would like to thank the following people who deserve exceptional recognition first and

foremost to our Heavenly Father of His divine intervention that serves the respondents with highest source of discernment.

Second, to Prof. Sotero O. Malayao Jr. for being lenient, patient and open-handed thesis adviser in the guiding the researchers throughout the duration and his assistance in painstakingly checking and editing drafts.

Third, to Dr. Myrna E. Lahoylahoy and Prof. Elesar V. Malicoban for partaking and sharing their expertise as panel members for the success of the study.

Fourth, to the respondents in the different schools for the effort and collaboration in providing answers to the questionnaire used in the study; the principals of JH Cerilles State College Canuto M.S. Enerio College of Arts and Trades, Poblacion Comprehensive National High School and Diosdado Macapagal Memorial National High School for letting the researchers to conduct the study in their respective schools.

Lastly, to the family of Joy R. Delos Reyes and Nafisah A. Racmat (the researchers) who in one way or another continuously shares moral and financial support to pursue in doing this study.

References1. Article.

Gautreau, R. and Novemsky, L. (1997, May).Concepts first - a small group approach to Physics learning. Halim, L. Yong, T.K. Meerah, T.S.M. (2014, June).Common Misconceptions in Physics: Overcoming

Research Study. McDermott, L.C. andRedish E.F. (2005, September). Resource Letter PER-1: Physics Education Research.Savinainen, A. and Viiri, J. (2006, October 2). conceptual coherence.

2. Conference proceedingCelemin, M. and Covian, R.E. (2008). IDEA: An Alternative for Learning Problem Solving in the Course of Mechanics for Engineering Students at FICA. Journal of Education and Human Development December 2014, Vol. 3, No. 4, pp. 171-180.Cheng, K.K., et al. (2004). Using an online homework concepts in an introductory physics course. American Journal of Physics, 72 (11), 1447 1453.Hake, R. Halloun, R.R. and Mosca, A. (2009).What Might Psychologists Learn From Scholarship of Teaching and Learning in Physics?.American Psychological Association 2015, Vol. 1, No. 1, 100 106. Orleans, Antriman V. The Condition of Secondary School Physics Education in the Philippines: Recent Developments and Remaining Challenges for Substantive Improvements. The Australian Educational Researcher, Volume 34, Number 1,April 2007, Australia.

3. BookHestenes, David. Swackhammer, Gregg and Well, Malcolm, Teacher, Vol. 30 (1992, March), pp. 141-151.Savinainen, Antti and Scott, Phillip (2002).The Force Concept Inventory: A tool for monitoring student learning. Physics Education: Volume 37, Issue 1, Pages 45-52.

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The 4th International Conference of Science Educators and Teachers (2016)

Redox and Precipitation Titration: Continuously Quantitative Determination of Iodide and Oxalate in Mixture Samples

Sudarat Pragobdeea,*, Rattana Mahachaia, & Poonsuk PoosimmaaaDepartment of Chemistry, Faculty of Science,

Khon Kaen University, Khon Kaen 40002, Thailand, email: [email protected]

AbstractThis experiment has been developed for the analysis of iodide and oxalate in mixture samples by the classical

indicator based and potentiometric titrations. For the former method (redox titration), the strong oxidizing agent e.g. potassium permanganate is used as both a titrant and a self-indicator. In this method, there are several controlled factors including temperature, concentration of sulfuric acid and measuring time. The latter method is the precipitation titration. For the potentiometric measurement, a platinum indicator electrode and saturated calomel electrode are required of the redox reactions while a silver combination electrode are required for the precipitation reactions. The statistical values such as mean, standard deviation, precision and percentage error were analyzed. The results from these tw omethods were compared by the t-test.Keywords: Iodide, Oxalate, Redox Titration, Precipitation Titration, Continuously Quantitative Determination

1. IntroductionThe analytical chemistry laboratory using potentiometric and visual indicator method are usually focused on

a mixture sample or quantitative determination of single analyte. The ferric ion, for example, is reduced with zinc in acid solution [1]. Then the titration with dichromate using diphenylamine sulfonate as a redox indicator is carried

2SO5) is designed to quantitatively determine the iron(II) content in Mohr salt unknown [2]. The visual indicator method shows the consistently result with the potentiometric method. The quantity of iodine in povidone iodine is determined by titration with sodium thiosulfate without the addition of starch indicator [3]. Titration error for this method is less than 1%. The analysis of bromine/chloride and iodide in mixture sample is two-step-procedure: (1) determination of total ions and (2) determination of single ion using specific indicator [4]. The total halide (bromide/chloride + iodide) is determined by titration with silver nitrate using eosin or fluorescein as an indicator and iodide is determined using di -iododimethylfluorescein as the indicator. As described above, the analytes are studied separately. Therefore, the purpose of this paper is to develop the procedure of redox and precipitation titrations by using the visual indicator and potentiometric method for continuous analysis of iodide and oxalate in mixture samples.Background

For redox method, the potassium permanganate is chosen as the titrant and self-indicating end point. For the analysis of iodide and oxalate in mixture sample, the iodide was titrated with KM nO4 at the first equivalence point and as a reaction followed:

10I- + 2MnO4- + 16H+ 5I2 + 2Mn2+ +8H2OAnd following the oxalate is oxidized with permanganate until the second equivalence point is obtained.The reaction occurred is:

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Proceeding InternationalConferenceofScienceEducatorsandTeachers(ISET)2016

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5C2O42- + 2MnO4- + 16H+ 10CO2 +2Mn2++ 8H2OSilver nitrate is used as the titrant for precipitation titration with adsorption indicator. Since the values of Ksp for AgI and Ag2C2O4 are 8.52x10-17 and 5.40x10-12 respectively. The reaction occurred during titration are as follow:

I-(aq) + Ag+(aq) AgI(s) C2O42-(aq) + 2Ag+(aq) Ag2C2O4(s)

2. MethodologyThe laboratory of titration has been usually studied on a mixture sample and quantitative determination of

single analyte for undergraduate course. Therefore, the development of continuous analysis should be paid attention.2.1 Target group

This experiment is designed for undergraduate student in science major including biology, biochemistry, envivonmental science, etc. It can be suitable to analytical chemistry laboratory and will be completed within 3 -hour-period.2.2 Methods of Inquiry

This study is worked on a design of a laboratory experiment. In gen eral, the experiment involving potentiometric and visual indicator method are normally studied on quantitative determination of either single analyte or a mixture sample. To determine two analytes, the continuous titration procedure should be improved.2.3 Experiment2.3.1 Materials

KMnO4 is used as titrant and standardized with Na2C2O4.AgNO3 is used as titrant and standardized with NaCl.Unknown mixture samples of iodide and oxalate are prepared by two methods i.e. (1) dissolving 3.3348 gKI and 1.3517 g Na2C2O4 in 1000 mL water and (2) dissolving 3.323 g KI and 2.6760g Na2C2O4 in 1000 mL deionized water. Several series of sample concentrations are prepared for this study.2.3.2 Instrument

pH/mV meter (Denver instrument ultrabasic UB-10)2.3.3 Experimental proceduresPart IProcedure (A) : classical method for redox titration

Pipette 10 mL of unknown mixture sample in a 250 mL erlenmeyer flask. Add 5 mL of 6M H2SO4 and shake well. Titrate the solution with the permanganate solution and shake vigo rously until the deep brown color is obtained. Warm the solution to 60°C and then shake until the brown color is disappeared. Add the permanganate solution from a burette until a yellow color remains permanently at which the first end point is. Read and record the volume of permanganate solution. Continuing procedure, titrate the solution with permanganate. At the s econd end point, the solution gives a yellowish purple color. Record the volume of KMnO4 in the burette.Procedure (B) : Potentiometric method for redox titration

The unknown mixture samples can also be determined by using platinum and saturated calomel electrodesand measured the e.m.f. of the cell. The experiment has the same condition as the procedure A without the indicator.

Plot potential as ordinated and volume of titrant added as abscissae and then draw a smooth curve through the point. The equivalence point is the curve. Locate the end point of the titration by 1° derivative curve plotting

2 2 against V becomes zero at the end point.Procedure (C) : classical method for precipitation titration

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(a) (b)

(c)

Pipette 10 mL of unknown mixtures sample in 250 mL erlenmeyer flask. Add 1 drop of eosin indicator solution and shake well resulting the red solution. Titrate the solution with 0.02 M AgNO3 standard solution by adding the reagent drop wise in the neighbourhood of end point and the white precipitate is occurred. Changing the solution color from red to yellow indicates the first end point. The ending result is the appearance of red precipitate. Read the volume of AgNO3 and then record. Mask the precipitate by 10 drops of nitrobenzene and shake until the coagulation of the precipitate obtained with the colorless solution. Continuing procedure, add 3 drops of dichlorofluorescein indicator, the solution is changed the color from yellow to light green (diffuse light). The titration is continued until the precipitate of silver oxalate is produced completely. The second end point is the appearance of pink colloidal silver fluoresceinate on surface layer of the solution surrounding the solid. Read and record the volume of AgNO3 from burette.Procedure (D) : Potentiometric method for precipitation titration

The unknown mixture samples can also be determined using combination silver electrodes and measured the e.m.f. of the cell. The experiment has the same condition as the procedure C without indicator.3. Research Findings

Part I: Redox titrationThe data obtained from the potentiometric experiment, the curves for equivalence point determination by a

-1c

Figure 1 Experimentally potentiometric curve in the titration of 10 mL mixture containing 3,334.77 mgL-1 iodideand 1,351.65 mgL-1 oxalate with 4x10-3 M KMnO4 in 6 M H2SO4 . (a) a typical curve (b) derivative curve (c) derivative curve.

The results reveal that at the first equivalence point, the iodide is oxidized to iodine in solution. Then the oxalate is oxidized to carbon dioxide and water at the second equivalence point due to the iodide ion is a stronger oxidizing agent than oxalate ion (E°I- = 0.54 V, E°C2O42- = -0.48V).The equivalence point volume of the titration (Veq) is used to calculate the concentrations of iodide andoxalate in mixture samples. Veq1 and Veq2 are the volume of titrant at first and second equivalence point respectively. The repeatability was studied using five replicate. The results of iodide and oxalate contents by using two methods are shown in Table 1.Table 1 Content of iodide and oxalate in mixture samples by redox titration

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No. I- Content (mg L-1) C2O42- Content (mg L-1 )Classical method Potentiometric method Classical method Potentiometric method

1 3,652.00 3,353.20 1,433.80 1,340.002 3,618.80 3,353.20 1,447.20 1,340.003 3,618.80 3,353.20 1,447.20 1,340.004 3,618.80 3,353.20 1,447.20 1,340.005 3,618.80 3,353.20 1,447.20 1,340.00

In addition to compare two methods, these obtained results are analyzed by statistical treatment, the t -test. The iodide and oxalate contents are not significantly difference with tstat ,-33 < tcritical, 3.182(p=0.05) at the first equivalent point and tstat ,-31 < tcritical ,3.182(p=0.05) at the second equivalence point.According to the statistical analysis, the classical method with redox titration procedure in this work is developed for simultaneous determination of iodide and oxalate in mixture samples. This is an alternative to the mostly used principles of volumetric analysis because of the conceptual and practical simplicity and rapidity of its use. The analytical parameters of the proposed method including mean ± standard deviation, precision, accuracy and percentage error are evaluated and shown in Table 2.Table 2 Redox titration results from classical and potentiometric methods

method x ± SD (mgL-1) %RSD %errorI- C2O42- I- C2O42- I- C2O42-Classical 3,625.44±14.84 1,444.52±5.99 0.41 0.41 8.71 6.87

Potentiometric 3,353.20±0.00 1,340.00±0.00 0.00 0.00 0.55 0.87Known values I- 3,334.8 mgL-1, C2O42- 1,351.7 mgL-1n = 5 (number of runs)

The precision is expressed as the percentage of relative standard deviation (%RSD). The %RSD of the iodide and oxalate by classical methods are 0.41% while those by potentiometric method are none. The accuracy of method is evaluated as the percentage error (%error). The results show that the titration error by potentiometric and classical methods for I- and C2O42- were 0.55, 0.87% and 8.71, 6.87% respectively. These mean the classical titration gives the high %error values. Unfortunately, there are complicated conditions during titration. First, permanganate is chosen as the titrant and self-indicating end point for the oxidation of iodide to iodine. Then the yellow color of iodine is occurred during the process until oxidation is completed. Consequently, it is difficult to detect the visual appearance at the first end point. Second, permanganate can typically decompose. Thus, the titration error from potentiometric method is less 1%. It can be concluded that these methods provides both g ood accuracy and precision. The average contents of iodide are 3,353.20±0 and 3,625.44±14.84 mgL-1 and those of oxalate are1,340.00±0 and 1,444.52±5.99 mgL-1 which the results are closely to the real values.

Part II : Precipitation titrationThe results of iodide and oxalate analyses by both precipitation titration methods were plotted for various end

point detection of potentiometric curves as shown in Figure 2a-2c.

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Figure 2 Experimentally potentiometric curves from the titration 10 mL mixture of 6646 mgL-1 iodide and 5352 mgL-1 oxalate with 0.04 M AgNO3 eVeq1 and Veq2 are the volume of titrant at first and second equivalence point respectively. In Figure 2, when the mixture solution is titrated with AgNO3, we should obtain silver iodide precipitated at the first equivalence point(Veq1) and silver oxalate precipitated at the second equivalence point (Veq2). It is because of less solubility product (Ksp of AgI= 8.52x10-17 and Ksp of Ag2C2O4 = 5.4x10-12). The volume of AgNO3 at Veq1 and Veq2 are measured andcalculated. The results are obtained by repeating the experiment five times shown in Table 3.Table 3 Content of iodide and oxalate in mixture by precipitation titration .

No. I- content (mg L-1) C2O42- content (mg L-1)

Classical method Potentiometric method Classical method Potentiometric method1 3,253.6 3,323.0 2,653.20 2,676.02 3,286.8 3,323.0 2,653.20 2,676.03 3,323.0 3,323.0 2,676.00 2,676.04 3,323.0 3,323.0 2,676.00 2,676.05 3,323.0 3,323.0 2,676.00 2,676.0

Two methods are compared by statisticaltreatment, the t-test. The results showthat it is not significantly difference between them with tstat,1.513 < tcritical,2.776(p=0.05) at the first equivalence point and tstat,1.632 < tcritical,2.776(p=0.05) at the second equivalence point. It can be concluded that these procedures could be used forcontinuous analysis of iodide and oxalate in mixture solution. The precision, accuracy and %error are emphasizedof the experiment and summarized in Table 4.Table 4 Comparison of the statisticalresults from precipitation titration

method x ± SD(mgL-1) %RSD %error

I- C2O42- I- C2O42- I- C2O42-Classical 3301.88±31.21 2666.88±12.49 0.94 0.46 0.64 0.34

Potentiometric 3,323±0 2,676.0±0 0 0 0 0

(a) (b)

(c)

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Known values of I- 3,323.0 mgL-1, C2O42- 2,676.0 mgL-1n = 5 (number of runs)To verify the precisions, these methods are evaluated in terms of relative standard deviation (%RSD). The

%RSD of iodide and oxalate are 0.94, 0.46 % by classical method. The results demonstrate that good precision of overall measurements are obtained with %RSD lower than 1%.

The accuracy of these methods is evaluated using percentage error (%error). The titration error of iodide and oxalate were 0.64 % and 0.34% by classical method and none by potentiometric method. These experiments give the most accurate results. The average values of iodide and oxalate are slightly lower than the real valu es by classical method. Because this method is detected end point by observing visually changed color as well as the appearance of the colored precipitate. Therefore, the classical procedure has been proven that it is suitable for determination of iodide and oxalate in mixture sample.4. Conclusion

A method has been developed for continuous analysis of mixture including iodide and oxalate by visual indicator and potentiometric titration based on redox reaction and precipitation reaction . The experimental procedures are simple, convenient and short analyzed time. Furthermore, the results do not show significant difference between two methods. It may be concluded that these procedures provides both good accuracy and precision. Each part of the experiment is intended for a laboratory period of three hours. The student will achieve of(1) determining the analyte unknown concentrations by using two methods (2) drawing various end point detection

tive forms and (3) using the statistical values calculated such as mean, standard deviation precision and percentag e error. We can also compare and discuss the results obtained from classical and potentiometric methods .References1. Kaufman, S. & Devoe, H.(1987). Iron Analysis by Redox Titration. J. Chem. Educ. 64, 185-1882. Powell, J. R. &Sheryl A. Tucker, S. R. & Acree,W. E. & Jr.* (1996). A Student-Designed Potentiometric

Titration: Quantitative Determination of Iron(II) by J. Chem. Educ.73,984-9853. Pinhas, A. R. (2010). A Redox Titration for a General-Organic-Biochemistry(GOB) Course Using Povidone

Iodine. J. Chem. Educ. 87,985-9864. Bassett, J.; Jeffery G. H. & Mendham, J. (1978). Textbook of Quantitative Inorganic Analysis. 4th

ed.,Essex: Longman Scientific & Technical

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Construction of a Centripetal Force Experiment on LEGO Education

Pollawat Dumrongkitpakorn1, a*1The Demonstration school of Silpakorn university, Faculty of Education,

Silpakorn university , Nakhon Pathom 73000, Thailanda*[email protected]

AbstractThis paper described the measurement of centrifugal force by using a construction of LEGO Education apparatus. The main component

consists of a spindle equipped with motor and connected with a long beam in horizontal. An object connected to a massless spring was put on the beam at the end of the beam. When the beam rotated around spindle axis and the object-spring extended due to the rotation. The extended spring was measured to calculate the centrifugal force from the restore force of spring. The results suggest that the centrifugal force was equal and correspond to the restore force of spring. This apparatus can be used to apply in physics laboratory or in physics classroom for measurement of centrifugal force.Keywords: centrifugal force , LEGO Education and force of spring----------------------------------------------------------------------------------------------------------------------------- ----------------------------1. Introduction

As a force moves into the center of the circle. And the acceleration towards the center. The speed is not constant. It has changed the direction of movement by the speed at which placements will be exposed to the circle at the position[1]. When theobject of mass m moving in a circle. The force will be made on the subject. Which is always directed toward the center of motion. Called "centripetal force" a circular motion centripetal acceleration[2]. This is given by Eq. (1).

(1)

and

(2)

In an experiment to find labor into the center using eq (2) by creating a series of experiments to find labor into the center with LEGO Education, which sets the movement for the period (T), finds the entry into force center. By the spring's trial of strength in comparison to the center happens then apply for teaching in the classroom.

The 4th International Conference of Science Educators and Teachers (2016)

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2. Materials and MethodsConstruction of a Centripetal Force Experiment on LEGO Education

Spring

MassMotor

Reference points

Figure 1 A centripetal force experiment on LEGO Education.A centripetal force experiment on LEGO Education shown figure 1 .The main component consists of a spindle equipped

with motor and connected with a long beam in horizontal. An object connected to a massless spring was put on the beam at the end of the beam. When the beam rotated around spindle axis and the object-spring extended due to the rotation. The extended spring was measured to calculate the centrifugal force( Fc ) from the restore force of spring(FM ) . In this work, we have been applied the centrifugal force and force of spring to develop a simple measuring instrument for a spring constant or law. Calculate centrifugal force( Fc ) is given by Eq. (2). Comparison between Fc with FM shown figure 2.

(A) (B)Figure 2 A comparison between Fc with FM for construction of a centripetal force experiment.

Shown figure 2 (A) the centrifugal force( Fc ) was equal and correspond to the restore force of spring( FM ). Calculate force of spring is given by Eq. (3).FM = Mg (3)

Figure 3

Reference points

extension spring

Mass

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kh) with a spring constant for centrifugal force (kc) have equation as follows [3].

Eq. (2) equal Eq. (4) F=k x (4)kx = Fc (5)

We can to calculate for a spring constant for centrifugal force (kcEq.(4).3. Results and Discussion

Experimental, We measurement radius(r) of 0.0765 m and mass (m) of 0.0048 kg . For table 1 shown experiment by period(T) and centrifugal force (Fc ).

Table 1 period (T) and centrifugal force (Fc )t 10 round (s)

tav (s) T(s) Fc (N)1 2 3 4 5

2.85 2.83 2.85 2.81 2.86 2.84 0.284 0.185

Calculate, Force of spring( FM) is given by Eq. (3) and force of spring( FM) of 0.182 N [FM = Mg=(0.0186)(9.8)].When, For table 1 have centrifugal force( Fc ) of 0.185 N and measurement have extension ( x) of 0.0225m . Calculate, a spring constant for centrifugal force (kc

Table 2 Experimental for Hooke x0 = 3.22 cm

F=mg (N)x1(cm) Xav1 x=x1- x0 x

(m)1 2 3 (cm) (cm)

0.182 4.71 4.62 4.72 4.68 1.46 0.01460.365 6.02 6.12 6.01 6.05 2.83 0.02830.547 8.15 8.20 8.36 8.24 5.02 0.05020.729 10.45 10.56 10.34 10.45 7.23 0.07230.911 12.15 12.67 12.45 12.42 9.20 0.0920

Take experimental force (F) plotted as a function of extension spring( x)

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1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1

0

0.0146 0.0283 0.0502 0.0723 0.0920 Figure 4 kh).

The graph in Figure 4 show good straight line with high R2 kh) of kh) with a spring constant for centrifugal force (kc) are nearby. The experimental set constructed in this work was taken to demonstrate for high school students at Satit Silpakorn-The demonstration School of Silpakorn University, in Nakhon Pathom, Thailand (Figure 5). This set-up works very well for a demonstration of the measurement of centrifugal force to the whole class which invariably proves popular when shown to audiences.

Figure 5 The Teacher and students were particularly interested when seeinga teacher demonstrate centripetal force experiment on LEGO Education application.

4. ConclusionIn this work, we have shown how to construct of a centripetal force experiment on LEGO Education and how to use it

for measuring centrifugal force of object. The extended spring was measured to calculate the centrifugal force from the restore force of spring. The results suggest that the centrifugal force was equal and correspond to the restore force of spring and spring constant are nearby . It is suitable to demonstrate for student in physics class due to its accuracy and simplicity.

AcknowledgementThe authors would like to thank the demonstration School of Silpakorn University, in Nakhon Pathom, Thailand for the

financial support.

F(N)

y = 8.5714x

R² = 1

x(m)

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5. References[1] Serway, R.A. & Jewett, J.W. (2004). Physics for scientists and engineers with modern physics (6th ed.). Belmont:

Thomson-Brooks/Cole.[2] Wikipedia. (2015) Circular motion. [Online]. Available: https://en.wikipedia.org/wiki/Circular_motion.

w[4] Gluck, P. (2007). Apparatus for magnetic field measurements. Physics Education, 42(2),201-205.[5] Jones, F.E. & Schoonover, R.M. (2002). Handbook of mass measurement. Florida: CRC Press.

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The 4th International Conference of Science Educators and Teachers (2016) Developing the Explicit Nature of Science Learning Unit

in Structure of EarthPuttawannee Junnamom and Chokchai Yuenyong

Science Education Program, Faculty of Education, Khon Kaen University, ThailandEmail: [email protected]

AbstractThe study aimed to report the developing the explicit nature of science in learning

about structure of earth. The learning activity of structure of earth was developed based on problem based learning. The researchers will provide the activities and questions to allow students to give their explicitly reflection about NOS regarding on McComas (2004) framework of NOS. It found that the problem based learning about structure of earth allow us to provide activities for scientific inquiry and the activities of explicitly NOS reflection. The paper will clarify what and how provide the questions for activities of explicitly NOS reflection. The paper may have implications for explicit nature of science teaching in Thailand.Keywords: Nature of science, Structure of Earth, STS

1. IntroductionStudent understandings of the Nature of Science (NOS) have been a central goal of

science education programs in many countries (Lederman, 1992; McComas and Olson, 1998). The nature of science is an important element of scientific literacy that students should be encouraged to develop through their schooling. An understanding of NOS can function as students to better understand scientific content, as well as maintain a positive attitude towards science and scientific attitudes (McComas et al., 1998). To help students reach an understanding of NOS, educators have an important role in providing them with learning opportunities. Unfortunately, many studies consistently show that science teachers possess inadequate conceptions of NOS (Haidar, 1999; Lederman, 1992). Further, science teachers seem to believe that science is an application of technology (Yalvac et al., 2007), scientific knowledge is objective and absolute (Akerson and Donnelly, 2008), scientific methods are the only way to gain knowledge (Abd-El-Khalick and BouJaoude, 1997; Lederman, 1992), science is a step-by-step process, scientific theories are laws that govern the behavior of scientific phenomena (Haidar, 1999; Lederman, 1992) and finally that science, technology and society are independent (Yalvac et al., 2007). Finally, science teachers seldom integrate

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aspects of NOS or make it explicit to students in science learning activities (Mellado et al., 2007). Thai science teachers also lack of understanding nature of science (Faikhamta, 2013). The Nature of Science (NOS) seems to be new concept for Thai science teachers, particularly primary science teachers. An enhanced appreciation of the nature of science, therefore, inherently involves an understanding of the role and the nature of models. Teaching science is a 'matter of conveying mental models of science' (Bliss, 1995). Mental models refer to students' personal knowledge while conceptual models refer to scientifically accepted knowledge.

The target of this study was to review literature about the advantages of teaching Nature of Science (NOS) and how to teach NOS through biology history. Science teachers in Thailand are currently undergoing a period of reform in which they are expected to understand NOS and be able to present their understandings to students in an accessible way (IPST (The Institute of Promotion of Science and Technology Teaching), 2002). As a teacher

of NOS and therefore develop his own strategies for teaching it.2. The nature of science

The understand the nature of science As important goals of science education in the country. And helps individuals to seek knowledge on their own. To the creation of new knowledge that will lead to the development of society. Meanwhile understandings of NOS to make people aware of the value of science. And understand the limitations of science.And The impact of science and technology on society. ( Lederman, 1992) They have changed throughout the development of science and as a result of systematic thinking by various researchers about its nature and functioning. McComas et al. (1998) argue that NOS is the combination of various social studies of science including the history, sociology and philosophy of science and also research from the cognitive sciences that provides a rich description of what science is, how it works, how scientists operate as a social group andhow society itself both directs and reacts to scientific endeavors. Lederman (1992) argues that NOS refers to the epistemology and sociology of science, science as a way of knowing, or the values and beliefs inherent to scientific knowledge and its development. There is aconsensus with respect to certain specific aspects chosen for study in research reports on

views on NOS. These aspects are: definition of science (Yalvac et al., 2007);characteristics of scientific knowledge (Haidar, 1999; Lederman, 1992); characteristics of scientists (Haidar, 1999; Lin and Chen, 2002); and interaction of science, technology and society (Yalvac et al., 2007). Succinctly, the AAAS (American Association for the Advancement of Science) (1993) suggests, the nature of science can be divided into three main aspects: scientific world view, scientific inquiry and scientific enterprise. In the first aspect, the world is viewed as an understandable entity within which science attempts to describe, explain and predict natural phenomena. Science cannot provide answers to all questions, since scientific knowledge, while durable, has a tentative character and scientific knowledge relies heavily, but not entirely, on observation. Therefore, this study regarded the following 9 aspects of the nature of science McComas (2004)

Science demands and relies on empirical evidence.

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Knowledge production in science includes many com-mon features and shared habits of mind. However, inspite of such commonalities there is no single step-by-step scientific method by which all science is done.Scientific knowledge is tentative but durable. Thismeans that science cannot but sci-entific conclusions are still valuable and long lasting be-cause of the way that knowledge eventually comes to beaccepted in science.Laws and theories are related but distinct kinds ofscientific knowledge.Science is a highly creative endeavor.Science has a subjective element.There are historical, cultural, and social influences on science.Science and technology impact each other, but they are not the same.Science and its methods cannot answer all questions

3. Science Technology and Society (STS) Approach of Science LearningAccording to the different and goals of STS there are several ways of attaining,

objectives (Aikenhead, 1994). In this research, participants developed the STS unit regarding moved to acquiring technology, science concepts and skills. Finally, students have chanceto take action in society. Yuenyong (2006) developed science unit through STS approach that consisted of five stages including identification of social issues, identification of potential solutions, need for knowledge, decision-making, and socialization stage.

(1) Identification of social issues stage. This stage is designed to focus on student attention and attitudes also learning about structure of earth. The STS instruction begin in the realm of society, social issuerelated to structure of earth. These questions or problems of social issues need to be solved by citizens. For structure of earth concept situation related these issues by posing on newspaper; posing the social questions related to for students to participate in public decision- making and seeing social problem by taking field trip.

(2) Identification of potential solutions stage. Students plan to solve the social problem related to structure of earth. This stage supports students to concern with technological aspects for find the possible solutions. Technological aspects are skills to support student decision making. Students need to think of what, where, and how ideas, also design, systems, volition of application scientific knowledge work for that social problems. Teaching strategies may be used disc -play brainstorming, searching information, via internet, and discussion with expert (e.g. engineers or scientists).

(3) Need for knowledge stage. This stage involves developing scientific knowledge. Social questions and technological knowledge can create science content. structure of earth concept was formulated in many strategies to help students to understand the technology and social issues. The strategies, included reflection reading document provided by teacher, and lecture. Students will gain the understanding about projectile structure of earth concept and the short quiz will be taken after class at this stage.

(4) Decision-making stage. This stage with student involves in making a decision on how to use structure of earth knowledge and technology. This aspect public rhetoric about

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be given chance to learn and choose between alternatives in a thoughtful way systematically

may be used -play, and brainstorming to allow students designing

the possible solutions.(5) Socialization stage. Students need to act as people who are a part of society by

reporting their proposal for solving problem. Student might exhibit their solution in public by making poster, write newspaper article or science project (Klahan, 2012).

Summary; an important learning activities based on the concept of Science, Technology and Society (STS) is help to improve students learning behavior in selflearning. Also, focus onproblems in a present situation. The concept of Structure of earth in which the contents are related to the daily life learners.3.1 Developing STS Structure of earth Unit

Lesson plans, the concepts based on Structure of earth, science, technology and society of Yuenyong (2006) with aiming to the developing the explicit nature of science in learning about structure of earth. It is a step in creating and developing the following

1. Study Principles, Goals, Visions, Standard measure and indicator. The Content and documents which are related to create a lesson plan follow science courses in the Basic of Education Core Curriculum 2008, in Structure of earth of eight grader students.

2. Create a Lesson plan on concept of Science, Technology and Society (STS) by using the STS approach of Yuenyong(2006). And Understanding the nature of science within the framework of McComas (2004).

- Identification of social issues stage: on this stage, students must be aware of the social problems due to science and technology, and also grateful that he got involved to help solve the problem.

- Identification of potential solutions stage: students will recognize social problems due to science and technology. At this stage, students will need to answer the problem on planning by the knowledge of their existence and planned to seek additional knowledge that will encourage students to find out the answer.

- Need for knowledge stage : At this stage, students will need to study the scientific knowledge related to the problem.

- Decision-making stage : on this stage, the students will use classroom knowledge to review the guidelines to solving and hand on the problem.

- Socialization stage: Socialization stage, reflected in the students review of concept and out came the problem. At this stage, students will present a scientific exhibition project or campaign

3. Present the Thesis to advisors.4. Improve Lesson plans based on the guidance of advisors.5. Recreated lesson plan, also present the experts for revision.6. Improve lesson plan based on the recommendations of the experts.

Table 1 :Learning management plan Structure of earth through Yuenyong (2006) Science Technology and Society (STS)

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Stage ActivityNature of

science with the framework

McComas (2004)

1. Identification of social issues stage.

The students watch a movie about The core.

1. The teacher motivate provide student have participate in activities. Student to explain about Phenomenon that happened The effect on human and social. And Cause about Phenomenon that happened. And in the daily lives of the students ever found or the read news about Phenomenon that happened.(The student may be say about reversal of the polarity/ Solar storm/ strike of lightning In the year 2012).

2. The teacher have question and choose at random student 2-3 person about feeling for Phenomenon that happened.

3. The teacher have question and choose at random student 2-3 person. How Students do about Phenomenon that happened ?

4. The teacher provide student how to study survey solve this problem and prevent Phenomenon that happened.

NOS 1NOS 3NOS 7

2. Identification of potential solutions stage.

1. Teachers and students grouped together about concept of student With interest for study and Survey In the same way the group together. The method or device of students interested in the study and the survey will be associated with the properties of the structure of earth.

2. The teacher assume situation provide student is geologist the assigned from Organization Research for Natural Disasters survey about structure of earth by design, method or device for the survey and study abnormalities that occur in the world.

3. The student each group brainstorm together to Design method or device for the survey and study

NOS 1NOS 5

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Stage ActivityNature of

science with the framework

McComas (2004)

abnormalities that occur in the world on paper by used scientific knowledge

3. Need for knowledge stage.

1. The student research knowledge From sources as textbook internet for search method or device for the survey and study abnormalities that occur in the world.

2. The teacher for example by use video The survey in the world. The speed of the wave seismic.(The study of the internal structure of earth by the supplied).

3. Students learn knowledge about sharing the structure the earth study the physical and chemical

stone.4. Teachers and students grouped together conclude

about the study of the structure of earth be able to the information about the structure of earth from many different ways. As Education penetrationa survey education pumice It is also used to study the structure of earth by way of the ants Amon an example of Studies of seismic

NOS 1NOS 8

4. Decision-making stage.

Students each group the brainstorming design improvements. How to create or the device according the mission assigned

NOS 5

5.Socialization stage. How to create or the device according the mission

facebook. This video will open for comments and ideas. Comments and Ideas will be revise and developagain to completion.

NOS 1 NOS9

4. ConclusionLearning science is necessary to give students an understanding of the nature of

science. The event will be teaching science to develop an understanding of the nature of science that can be done in many ways. It was found that only a teacher can do is to create lesson plans that explicit the nature of science. There by creating lesson plans that explicit the nature of science teachers will be able to customize learning activities that allow students to develop an understanding of the nature of science has come up clear by Lesson plan unit in Structure of earth

References

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AAAS (American Association for the Advancement of Science), 1993. Benchmarks for Science Literacy. Oxford University Press, New York.

Abd-El-Khalick, F. and S. BouJaoude, 1997. An exploratory study of the knowledge base for science teaching. J. Res. Sci. Teach., 34(7): 673-699

Bliss, J., 1995. Piaget and after: The case of learning science. Stud. Sci. Educ., 25: 139-172.Faikhamta, C., 2013. The development of in-

orientations to teaching the nature of science within a PCK-based NOS course. Res.Sci. Educ., 43: 847-869.

IPST (The Institute of Promotion of Science and Technology Teaching), 2002. Thai Science Teachers Standards. The Institute of Promotion of Science and Technology Teaching, Bangkok.of the research. J. Res. Sci. Teach., 29: 331-359.

Lederman, N.G., F.S. Abd-El-Khalick, R.L. Bell and R.S. Schwartz, 2002. Views of nature of science questionnaire: conceptions of nature of science. J. Res. Sci. Teach., 39: 497-521.

McComas, W.F., 2004. Keys to teaching the nature of science. Sci. Teacher, 71(9): 24-27.McComas, W.F. and J.K. Olson, 1998. The Nature of Science in International Science

Education Standards Documents. In: McComas, W.F. (Ed.), the Nature of Science in Science Education: Rationales and Strategies. Kluwer Academic Publishers, the Netherlands, pp: 41-52

Mellado, V., M.L. Bermejo, L.J. Blanco and C. Ruiz, 2007. The classroom practice of a prospective secondary biology teacher and his conceptions of the nature of science and of teaching and learning science. Int. J. Sci. Math. Educ., 6: 37-62.

Yalvac, B., C. Tekkaya, J. Cakiroglu and E. Kahyaoglu, 2007. Turkish pre-service science -technology-society issues. Int. J. Sci. Educ., 29(3): 331-

348.Yuenyong, C. and P. Chamnanwong, 2014. The Possibility of Historical Approach in Cells

Teaching for Explicit Nature of Science. Eur. J. Soc. Sci., 35(2): 128-139.

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The Effects of Predict-Observe-Explain Learning Sequences Supplemented with Physics Experiment Kits on Electricity

Concepts of Grade 11 StudentsNithinan Sreesarakham1, Pattawan Narjaikaew2*,

Chanchira Choomponla2 and Dennis Lamb31Master Degree in Teaching Science, Faculty of Education, Udon Thani Rajabhat University, Udon Thani, 41000, Thailand

2 Lecturer Master Program in Teachign Science, Faculty of Education, Udon Thani Rajabhat University, Udon Thani, 41000, Thailand3 Professor of Education, Southwest Minnesota State University, 1501 State Street, Marshall, MN 56258, USA

*Corresponding Author: [email protected], [email protected]

AbstractThe purposes of this research were to study and compare of electricity concepts of grade 11 students before and after learningthrough the predict-observe-explain (POE) learning sequences with physics experiment kits. The samples were 30 students who studied in the second semester of 2015 academic year at Udonpattanakarn School, Muang, Udon Thani Province. The research design was one group pretest-posttest design. The research instruments were the eight steps of POE lesson plans and a 10 two-tier test items. The student responses to each two-tier test item were classified following criteria used by Costu, Ayas, Niaz,Unal and Calik (2007): Sound Understanding (SU, 3 points), Partial Understanding (PU, 2 points), Specific Misconception (SM, 1 point), No Understanding (NU, 0 point), and No Response (NR, 0 point). Crosstab frequencies and marginal homogeneity test were used to determine whether the proportion of students who had a low level of understanding (as opposed to a high level of understanding) before learning decreased after the intervention. The results indicated that the proportion of students who had a low level of understanding before learning decreased after the intervention in all conceptual test items. It suggests that using POE learning sequences supplemented with physics experiment kits can be used as a meaningful learning strategy for grad 11 students to increase understanding in electricity concepts.

Keywords: Electricity concepts, Physics Experiment Kits, Predict-Observe-Explain Learning Sequences

1. IntroductionPhysics education research has revealed that students already have the ideas about what the world is (called

alternative conception, common student misconception, or student difficulty) before they come to class that conflict with those accepted physicist ideas (Engelhardt & Beichner, 2004; Shaffer & McDermott, 1992). A simple electric DC circuit is an important part of physical science education at every level. Student understanding of simple electric DC circuits has being studied continuously for decades (McDermott & Shaffer, 1992; Narjaikeaw, Emarat, Soankwan & Cowie, 2006; Narjaikaew, 2014). Researchers found that student misconceptions seem to be consistent even after being taught (McDermott, 1991; McDermott & Shaffer, 1992; Narjaikeaw, et al., 2006; Shipstone, 1988). There has been research suggested that student difficulties may be due to the teaching programs that has generally been fochelp them to construct the concepts (Bagno, Eylon, & Ganiel, 2000).

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McDermott and Shaffer (1992) studied student understanding of simple electric DC circuits using real simple circuits, which consist of only of batteries and resistive elements to interview students. They found that students could not do as follows: apply formal concepts to electric circuits, interpret formal representations of electric circuits, and give reason about the behavior of electric circuits. A common misconception was that students believed that current is used up in circuits. Engelhardt and Beichner (2004) also found that a common student misconception was that students tended to believe that the battery is a constant current source (also found by McDermott and Shaffer, 1992). In Thailand, the research findings were related with these cases. For example, Narjaikaew (2014) found that both Laotian and Thai teachers had conceptual difficulties in the behaviour of the circuit before participating in electric circuit activities through the inquiry-based learning and POE teaching strategies. Teachers seemed to believe that if one battery made a bulb shines with certain brightness, then two batteries would make the bulb shine twice as brightly, regardless of the configuration. Some teachers were unable to translate data from a realistic representation of a circuit to the schematics. These difficulties may be due to the instructional strategies teachers used when these teachers were taught at the high school level.