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Shifting Patterns of Pre-Service Teachers' Conceptions on Material of Colligative Properties of Solutions

机译：解决方案的溶性特性材料的职业前师范概念的转变模式

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This study aims to describe the shifting patterns of pre-service teachers' conceptions on the material of colligative properties of solutions. The occurred misconceptions were then overcome using metacognitive learning strategy. The pre-service teachers' conception status was determined by the results of diagnostic tests using multiple choice format supplemented with Certainty of Response Index (CRI). The subjects were pre-service teachers studying chemical education program at Universitas Negeri Surabaya, Indonesia. The study used one group pretest-posttest design. The obtained data were analyzed using descriptive quantitative approach. Results showed that there were five shifting patterns of the pre-service teachers' conceptions: (1) from misconception into knowledge of correct concept 10.53%, (2) from potentially knowledge of correct concept into stagnant or better mastery 70.18%, (3) from potentially misconception into lack of knowledge 8.77%, (4) from potentially knowledge of correct concept into misconception 3.51% and (5) from misconception remained in the same category 7.02%.
机译：本研究旨在描述解决方案的溶性特性材料的职前教师概念的转移模式。然后使用元认知学习策略克服发生的误解。服务前教师的概念状态是通过使用补充响应指数（CRI）确定的多种选择格式的诊断测试的结果确定。该科目是在印度尼西亚Neersi Surabaya Universitas学习化学教育计划的前职位教师。该研究使用了一个群体预测试后的设计。使用描述性定量方法分析所获得的数据。结果表明，服务前教师概念有五种转变模式：（1）从误解对正确概念的知识10.53％，（2）从潜在的正确概念知识到停滞或更好的掌握70.18％，（3）从潜在的误解缺乏知识8.77％，（4）从潜在的知识从正确的概念到误解3.51％和（5）中仍然存在于同一类别的7.02％。

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