1.

A generalization combined attribution:

The constructivist theory of learning has been accepted as one of the dominant epistemologies
which can be applied to develop theories of teaching and learning in science education (A, 2002; B,
2003; D. et al, 2007)

2. Author as subject:
S and G (2009) conducted a study by analyzing college chemistry textbooks as sources of
misconceptions in understanding electrochemical cells.

3. Author as subject with initial adjunct phrase (active):

According to Bob (2013), students have difficulty in thinking about chemical processes because most
of them are oriented to concrete examples.

4. Author as subject with initial adjunct phrase (passive):

One example of study that support this hypothesis was conducted by Burke (2013).

5. A combination of viewpoints from different authors (kombinasi pelbagai

viewpoint)
The integration of computer animation in science instruction has been proposed as tool that can
facilitate students conceptual change (B, 2000; S, 2000; W, 1998) and provide an opportunity for the
students to organize and comprehend the sequences of the abstract, dynamic and complex
processes (A, 2003; Z & C, 2003). For example, animation can be used by chemistry teachers to show
the donation of electrons during the process of electrolysis (W, 2010).

Kombinsi secara general persamaan pandangan beberapa authors

The constructive theory of learning has been accepted as one of the dominant epistemology which
can be applied to develop

6. Critique of theory - to apply it in a different perspective / approach

(mengkritik aplikasi theory dalam kajian lepas strength the theory in your
study)
Although studies within the conceptual change theory have helped science teachers to understand
the important aspects of knowledge construction, there are critiques concerning the practicality of
this theory in science education. The conceptual change theory as argued by D and T (2003) has two
limitations in the broader realm of science education. Firstly, it focuses only on isolated concepts of
science such as electrochemistry, heat, energy, and photosynthesis rather than the changes of
overall views of the underlying concepts of the nature of science. Secondly, its approaches do not
emphasize affective aspects of learning such as students perception towards learning science and
motivation.

6. Critique of theory - to apply it in a different perspective /

approach(mengkritik aplikasi teori dalam kajian lepas -strength the theory in
your study)
L (2001) has claimed that although cognitive conflict seems to be a necessary condition, it is not
guaranteed that cognitive conflict will always promote conceptual change. As pointed out by C, B
and E (2007, p.2) students are often unable to achieve meaningful conflict or to become dissatisfied
with their prior conceptions. There must be strategies where students need to be aware of their
dissatisfaction. Cognitive conflict conditions have also been criticized for being too subjective to be
traced (Limon, 2001). Furthermore, teachers can only organize and control teaching activities but
not the students mind. In presenting teaching materials for example, what is considered intelligible
and plausible by the teacher might not be considered intelligible and plausible by the students.

7. Critique of previous studies agreement

R and S (1999) conducted a study by analysing college chemistry textbooks as sources of
misconceptions in understanding electrochemical cells. They analysed ten chemistry textbooks and
concluded that although these chemistry textbooks illustrate the sequence of the chemical
processes, they are presented by static diagrams and were inadequate for deep understanding of
the whole processes. They also suggested that the authors of the textbooks should avoid the
simplifications of facts, vague statements and simple arguments in explaining the dynamic chemical
processes occurring in electrochemical cells.

7. Critique of previous studies disagreement

However, as argued by A and B (2003), this type of digital presentation is not effective when the
material presented include non-text items such as pictures and sound effect. The authors compared
the preference of undergraduate students of three types of PowerPoint presentations in lectures:
presentation with text, presentation with text and relevant pictures, and presentation with text and
pictures that were not relevant. The findings showed that of the three, students had the least
preference for the third type of presentation. These studies thus show that the way the content is
presented plays an important role on the effectiveness of the presentation. They argue that even
though PowerPoint or any computer presentation can be beneficial, material which is not relevant
to the subject matter should be avoided.

7. Critique of previous studies disagreement (to support to use the

proposed technique)
Another study by H and M (2000) used what they called a concrete model for teaching
electrochemistry to correct students misconceptions in electrochemistry. This model used two
boxes and polystyrene balls to represent ions in electrochemical cells. The findings of this study
showed that the model did not address misconceptions but did go some way towards giving
students an initial understanding of what occurs in electrochemical cells at the microscopic level.

8. Critique of previous studies agreement (to support to use the proposed

technique)
S and G (2007) conducted a study on specific concepts of current flow and salt bridge in an
electrochemical cell to trace students misconceptions by using computer animations. This study
revealed that students who viewed the ready-made animations of electrolysis cells demonstrated
fewer misconceptions. The authors suggested the use of conceptual computer animations that

display dynamic motions in helping students to comprehend complex, abstract and dynamic
concepts.