PENGGUNAAN MODEL CONCEPTUAL CHANGE PADA INSTRUMEN THREE-TIER-TEST DAN LKPD
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Published:
Dec 31, 2020
Keywords:
conceptual change, LKPD, three-tier-test diagnostic test instrument, validity
Main Article Content
Abstract
There are still many misconceptions in the buffer solution material based on the results of pre-research that has been done. Therefore, it is necessary to to make efforts to reduce misconceptions. This research aims to determine the validity of the three-tier-test diagnostic test instrument and Student Worksheet (LKPD) to reduce student’s misconceptions through conceptual change model on buffer material. This research and development method uses a 3-D model which is a modification of the 4-D model, namely (1) define; (2) design; and (3) development. The validity of the instrument and LKPD in terms of content validity and construct validity. The content validity of the instruments and LKPD respectively obtained an average percentage of 94.00% and 92.44%. While the construct validity of the instruments and LKPD respectively obtained an average percentage of 91.00% and 86.47%. This results shows that the three-tier-test diagnostic test instrument and LKPD through conceptual change model developed were declared very valid.
Article Details
How to Cite
Riswana, D. A., & Rusmini, R. (2020). PENGGUNAAN MODEL CONCEPTUAL CHANGE PADA INSTRUMEN THREE-TIER-TEST DAN LKPD. Orbital: Jurnal Pendidikan Kimia, 4(2), 150-169. https://doi.org/10.19109/ojpk.v4i2.6450
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Articles
How to Cite
Riswana, D. A., & Rusmini, R. (2020). PENGGUNAAN MODEL CONCEPTUAL CHANGE PADA INSTRUMEN THREE-TIER-TEST DAN LKPD. Orbital: Jurnal Pendidikan Kimia, 4(2), 150-169. https://doi.org/10.19109/ojpk.v4i2.6450
References
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Coştu, B., Ayas, A., Niaz, M., Ünal, S., & Çalik, M. (2007). Facilitating Conceptual Change in Students’ Understanding of Boiling Concept. Journal of Science Education and Technology, 16(6), 524–536. https://doi.org/10.1007/s10956-007-9079-x
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Gultom, M., Fitriyani, D., Paristiowati, M., Moersilah, Yusmaniar, & Rahmawati, Y. (2019). Analisis Miskonsepsi pada Materi Larutan Penyangga Menggunakan Two-Tier Diagnostic Test. JRPK: Jurnal Riset Pendidikan Kimia, 9(2), 58–66. https://doi.org/10.21009/jrpk.092.01
Ibrahim, M. (2012). Sharing Mempelajaran Inovatif Konsep, Miskonsepsi dan Cara Pembelajarannya. Surabaya: Unesa University Press.
Ibrahim, M. (2014). Model Pengembangan Perangkat Pembelajaran menurut Jerold E. Kemp & Thiagarajan. Surabaya: PSMS PSS Unesa.
Johnstone, A. H. (2000). Teaching of Chemistry - Logical or Psychological? Chem. Educ. Res. Pract., 1(1), 9–15. https://doi.org/10.1039/a9rp90001b
Kemendikbud. (2016). Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan No. 24 Tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta: Menteri Pendidikan dan Kebudayaan Republik Indonesia.
Kirbulut, Z. D., & Geban, O. (2014). Using Three-Tier Diagnostic Test to Assess Students’ Misconceptions of States of Matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a
Kutluay, Y. (2005). Diagnosis of Eleventh Grade Students’ Misconceptions about Geometric Optic by a Three-Tier Test. Thesis. Middle East Technical University (Issue September). Middle East Technical University.
Lestari, L., Alberida, H., & Rahmi, Y. L. (2018). Validitas dan Praktikalitas Lembar Kerja Peserta Didik (LKPD) Materi Kingdom Plantae Berbasis Pendekatan Saintifik untuk Peserta Didik Kelas X SMA/MA. Jurnal Eksakta Pendidikan (Jep), 2(2), 170. https://doi.org/10.24036/jep/vol2-iss2/245
Milenković, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a Three-Tier Test as a Valid Diagnostic Tool for Identification of Misconceptions Related to Carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. https://doi.org/10.1021/acs.jchemed.6b00261
Muallifah, M., Suyono, S., & Yuanita, L. (2017). Mencegah Miskonsepsi Siswa Pada Kesetimbangan Kimia Menggunakan Model Inkuiri Terbuka Dan Remediasi Menggunakan Strategi Conceptual Change. JPPS (Jurnal Penelitian Pendidikan Sains), 3(1), 306. https://doi.org/10.26740/jpps.v3n1.p306-313
Mubarak, S., Susilaningsih, E., & Cahyono, E. (2016). Pengembangan Tes Diagnostik Three Tier Multiple Choice Untuk Mengidentifikasi Miskonsepsi Peserta Didik Kelas XI. Journal of Innovative Science Education, 5(2), 101–110.
Muslich, M. (2010). Test Book Writing. Yogyakarata: Ar-Ruzz Media.
Nikmah, K., & Suyono. (2015). Penerapan Strategi Pembelajaran Conceptual Change Untuk Meremediasi Miskonsepsi Pada Konsep Asam-Basa Siswa Kelas XII IPA SMAN 1 Waru Sidoarjo. UNESA Journal of Chemical Education, 4(3), 541–550.
Nurfainzani, P., Susilaningsih, E., & Jumaeri. (2018). Pengembangan Tes Diagnostik Two-Tier Multiple Choice untuk Mengidentifikasi Miskonsepsi Siswa Kelas XI. Chemistry in Education, 7(2), 27–33.
Nurhujaimah, R., Kartika, I. R., & Nurjaydi, M. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Pada Materi Larutan Penyangga Menggunakan Instrumen Tes Three Tier Multiple Choice. Jurnal Penelitian Pendidikan, 19(1), 15–28.
Nussbaum, J., & Novick, S. (1982). Alternative Frameworks, Conceptual Conflict and Accommodation: Toward a Principled Teaching Strategy. Instructional Science, 11(3), 183–200. https://doi.org/10.1007/BF00414279
Orgill, M. K., & Sutherland, A. (2008). Undergraduate Chemistry Students’ Perceptions of and Misconceptions About Buffers and Buffer Problems. Chemistry Education Research and Practice, 9(2), 131–143. https://doi.org/10.1039/b806229n
Özkan, G., & Selçuk, G. S. (2013). The use of conceptual change texts as class material in the teaching of “sound” in physics. Asia-Pacific Forum on Science Learning and Teaching, 14(1), 1–22.
Pabuccu, A., & Geban, O. (2006). Remediating Misconceptions Concerning Chemical Bonding through Conceptual Change Text. Hacettepe University Journal of Education, 30(January), 184–192.
Peşman, H., & Eryilmaz, A. (2010). Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits. Journal of Educational Research, 103(3), 208–222.
Plomp, T., & Nieveen, N. (2013). Educational Design Research Educational Design Research. In Educational Design Research. Enschede:Netherlands Institute for Curriculum Development.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66(2), 211–227.
Prodjosantoso, A. K., Hertina, A. M., & Irwanto. (2019). The Misconception Diagnosis on Ionic and Covalent Bonds Concepts with Three Tier Diagnostic Test. International Journal of Instruction, 12(1), 1477–1488. https://doi.org/10.29333/iji.2019.12194a
Purboningsih, D. (2015). Pengembangan Perangkat Pembelajaran dengan Pendekatan Guided Discovery pada Materi Barisan dan Deret untuk Siswa SMK Kelas X. Seminar Nasional Matematika Dan Pendidikan Matematika UNY 2015, 467–474.
Putra, A., Syarifuddin, H., & Zulfah, Z. (2018). Validitas Lembar Kerja Peserta Didik Berbasis Penemuan Terbimbing dalam Upaya Meningkatkan Pemahaman Konsep dan Kemampuan Penalaran Matematis. Edumatika : Jurnal Riset Pendidikan Matematika, 1(2), 56.
Rahmi, M., Lufri, & Zulyusri. (2017). Pengembangan Modul Bernuansa Pendidikan Karakter yang Dilengkapi Mind Map pada Materi Sistem Peredaran Darah untuk SMA. BioCONCETTA Jurnal Biologi Dan Pendidikan Biologi, 3(1), 21–35.
Resbiantoro, G., & Nugraha, A. W. (2017). Miskonsepsi Mahasiswa pada Konsep Dasar Gaya dan Gerak untuk Sekolah Dasar. Jurnal Pendidikan Sains (JPS), 5(2), 80–87.
Riduwan. (2015). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.
Santyasa, I. W., Warpala, I. W. S., & Tegeh, I. M. (2018). The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics. SHS Web of Conferences, 42(00058), 1–8.
Sari, M. W., & Nasrudin, H. (2015). Penerapan Model Pembelajaran Conceptual Change Untuk Mereduksi Miskonsepsi Siswa Pada Materi Ikatan Kimia Kelas X SMA Negeri 4 Sidoarjo. UNESA Journal of Chemical Education, 4(2), 315–324.
Sen, S., & Yilmaz, A. (2017). The Development of a Three-Tier Chemical Bonding Concept Test. Journal of Turkish Science Education, 14(1), 110–126. https://doi.org/10.12973/tused.10193a
Stojanovska, M. I., Soptrajanov, B. T., & Petrusevski, V. M. (2012). Addressing Misconceptions about the Particulate Nature of Matter among Secondary-School and High-School Students in the Republic of Macedonia. Creative Education, 03(05), 619–631.
Sujana, A., Permanasari, A., Sopandi, A., & Mudzakir, A. (2014). Literasi Kimia Mahasiswa PGSD dan Guru IPA Sekolah Dasar. Jurnal Pendidikan IPA Indonesia, 3(1), 5–11.
Suliyanah, Putri, H. N. P. A., & Rohmawati, L. (2018). Identification Student’s Misconception of Heat and Temperature Using Three-Tier Diagnostic Test. Journal of Physics: Conference Series, 997(1), 1–10.
Supriyatun, S., Andayani, A., & Suhita, R. (2017). Kajian Buku Teks Pelajaran Bahasa Indonesia untuk Kelas X Sekolah Menengah Atas Edisi Revisi 2016. BASASTRA Jurnal Penelitian Bahasa, Sastra Indonesia Dan Pengajarannya, 5(2), 163–182.
Taslidere, E. (2016). Development and Use of a Three-Tier Diagnostic Test to Assess High School Students’ Misconceptions About the Photoelectric Effect. Research in Science and Technological Education, 34(2), 164–186. https://doi.org/10.1080/02635143.2015.1124409
Taştan Kirik, Ö., & Boz, Y. (2012). Cooperative Learning Instruction for Conceptual Change in the Concepts of Chemical Kinetics. Chemistry Education Research and Practice, 13(3), 221–236.
Ünal, S., Coştu, B., & Ayas, A. (2010). Secondary School Students’ Misconceptions of Covalent Bonding. Journal of Turkish Science Education, 7(2), 3–29.
Wijaya, C. P., Supriyono Koes, H., & Muhardjito. (2016). The Diagnosis of Senior High School Class X MIA B Students Misconceptions About Hydrostatic Pressure Concept Using Three-Tier. Jurnal Pendidikan IPA Indonesia, 5(1), 14–21. https://doi.org/10.15294/jpii.v5i1.5784
Yezierski, E. J., & Birk, J. P. (2006). Misconceptions About the Particulate Nature of Matter. Using Animations to Close the Gender Gap. Journal of Chemical Education, 83(6), 954–960.
Barke, et. al. (2009). Misconceptions in Chemistry. German: Springer-Verlag Berlin Heidelberg.
BNSP. (2013). Kegiatan Penilaian Buku Teks Pelajaran Pendidikan Dasar dan Menengah. Jakarta: Departemen Pendidikan Nasional.
BSNP. (2006). Naskah Akademik Instrumen Penilaian Buku Teks Pelajaran Pendidikan Dasar dan Menengah. Jakarta: BNSP.
Caleon, I., & Subramaniam, R. (2010). Development and Application of a Three-Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves. International Journal of Science Education, 32(7), 939–961. https://doi.org/10.1080/09500690902890130
Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From Things to Processes: A Theory of Science Concepts. Learning and Instruction, 4(1), 27–43.
Coştu, B., Ayas, A., Niaz, M., Ünal, S., & Çalik, M. (2007). Facilitating Conceptual Change in Students’ Understanding of Boiling Concept. Journal of Science Education and Technology, 16(6), 524–536. https://doi.org/10.1007/s10956-007-9079-x
Davis, J. (2001). Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. http://epltt.coe.uga.edu/index.php?title=Conceptual_Change, diakses 23 Maret 2020).
Depdiknas. (2008). Panduan Pengembangan Materi Pembelajaran dan Standar Sarana dan Prasarana Sekolah Menengah Kejuruan Madrasah Aliyah SMA/MA/SMK/MAK. Jakarta: Depdiknas.
Fikria, U. R. A., Setyarini, M., & Tania, L. (2018). Pengembangan Lembar Kerja Siswa Berbasis Keterampilan Proses Sains pada Materi Asam Basa. Jurnal Pendidikan Dan Pembelajaran Kimia (JPPK), 7(2), 1–13.
Gultom, M., Fitriyani, D., Paristiowati, M., Moersilah, Yusmaniar, & Rahmawati, Y. (2019). Analisis Miskonsepsi pada Materi Larutan Penyangga Menggunakan Two-Tier Diagnostic Test. JRPK: Jurnal Riset Pendidikan Kimia, 9(2), 58–66. https://doi.org/10.21009/jrpk.092.01
Ibrahim, M. (2012). Sharing Mempelajaran Inovatif Konsep, Miskonsepsi dan Cara Pembelajarannya. Surabaya: Unesa University Press.
Ibrahim, M. (2014). Model Pengembangan Perangkat Pembelajaran menurut Jerold E. Kemp & Thiagarajan. Surabaya: PSMS PSS Unesa.
Johnstone, A. H. (2000). Teaching of Chemistry - Logical or Psychological? Chem. Educ. Res. Pract., 1(1), 9–15. https://doi.org/10.1039/a9rp90001b
Kemendikbud. (2016). Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan No. 24 Tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta: Menteri Pendidikan dan Kebudayaan Republik Indonesia.
Kirbulut, Z. D., & Geban, O. (2014). Using Three-Tier Diagnostic Test to Assess Students’ Misconceptions of States of Matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a
Kutluay, Y. (2005). Diagnosis of Eleventh Grade Students’ Misconceptions about Geometric Optic by a Three-Tier Test. Thesis. Middle East Technical University (Issue September). Middle East Technical University.
Lestari, L., Alberida, H., & Rahmi, Y. L. (2018). Validitas dan Praktikalitas Lembar Kerja Peserta Didik (LKPD) Materi Kingdom Plantae Berbasis Pendekatan Saintifik untuk Peserta Didik Kelas X SMA/MA. Jurnal Eksakta Pendidikan (Jep), 2(2), 170. https://doi.org/10.24036/jep/vol2-iss2/245
Milenković, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a Three-Tier Test as a Valid Diagnostic Tool for Identification of Misconceptions Related to Carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. https://doi.org/10.1021/acs.jchemed.6b00261
Muallifah, M., Suyono, S., & Yuanita, L. (2017). Mencegah Miskonsepsi Siswa Pada Kesetimbangan Kimia Menggunakan Model Inkuiri Terbuka Dan Remediasi Menggunakan Strategi Conceptual Change. JPPS (Jurnal Penelitian Pendidikan Sains), 3(1), 306. https://doi.org/10.26740/jpps.v3n1.p306-313
Mubarak, S., Susilaningsih, E., & Cahyono, E. (2016). Pengembangan Tes Diagnostik Three Tier Multiple Choice Untuk Mengidentifikasi Miskonsepsi Peserta Didik Kelas XI. Journal of Innovative Science Education, 5(2), 101–110.
Muslich, M. (2010). Test Book Writing. Yogyakarata: Ar-Ruzz Media.
Nikmah, K., & Suyono. (2015). Penerapan Strategi Pembelajaran Conceptual Change Untuk Meremediasi Miskonsepsi Pada Konsep Asam-Basa Siswa Kelas XII IPA SMAN 1 Waru Sidoarjo. UNESA Journal of Chemical Education, 4(3), 541–550.
Nurfainzani, P., Susilaningsih, E., & Jumaeri. (2018). Pengembangan Tes Diagnostik Two-Tier Multiple Choice untuk Mengidentifikasi Miskonsepsi Siswa Kelas XI. Chemistry in Education, 7(2), 27–33.
Nurhujaimah, R., Kartika, I. R., & Nurjaydi, M. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Pada Materi Larutan Penyangga Menggunakan Instrumen Tes Three Tier Multiple Choice. Jurnal Penelitian Pendidikan, 19(1), 15–28.
Nussbaum, J., & Novick, S. (1982). Alternative Frameworks, Conceptual Conflict and Accommodation: Toward a Principled Teaching Strategy. Instructional Science, 11(3), 183–200. https://doi.org/10.1007/BF00414279
Orgill, M. K., & Sutherland, A. (2008). Undergraduate Chemistry Students’ Perceptions of and Misconceptions About Buffers and Buffer Problems. Chemistry Education Research and Practice, 9(2), 131–143. https://doi.org/10.1039/b806229n
Özkan, G., & Selçuk, G. S. (2013). The use of conceptual change texts as class material in the teaching of “sound” in physics. Asia-Pacific Forum on Science Learning and Teaching, 14(1), 1–22.
Pabuccu, A., & Geban, O. (2006). Remediating Misconceptions Concerning Chemical Bonding through Conceptual Change Text. Hacettepe University Journal of Education, 30(January), 184–192.
Peşman, H., & Eryilmaz, A. (2010). Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits. Journal of Educational Research, 103(3), 208–222.
Plomp, T., & Nieveen, N. (2013). Educational Design Research Educational Design Research. In Educational Design Research. Enschede:Netherlands Institute for Curriculum Development.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66(2), 211–227.
Prodjosantoso, A. K., Hertina, A. M., & Irwanto. (2019). The Misconception Diagnosis on Ionic and Covalent Bonds Concepts with Three Tier Diagnostic Test. International Journal of Instruction, 12(1), 1477–1488. https://doi.org/10.29333/iji.2019.12194a
Purboningsih, D. (2015). Pengembangan Perangkat Pembelajaran dengan Pendekatan Guided Discovery pada Materi Barisan dan Deret untuk Siswa SMK Kelas X. Seminar Nasional Matematika Dan Pendidikan Matematika UNY 2015, 467–474.
Putra, A., Syarifuddin, H., & Zulfah, Z. (2018). Validitas Lembar Kerja Peserta Didik Berbasis Penemuan Terbimbing dalam Upaya Meningkatkan Pemahaman Konsep dan Kemampuan Penalaran Matematis. Edumatika : Jurnal Riset Pendidikan Matematika, 1(2), 56.
Rahmi, M., Lufri, & Zulyusri. (2017). Pengembangan Modul Bernuansa Pendidikan Karakter yang Dilengkapi Mind Map pada Materi Sistem Peredaran Darah untuk SMA. BioCONCETTA Jurnal Biologi Dan Pendidikan Biologi, 3(1), 21–35.
Resbiantoro, G., & Nugraha, A. W. (2017). Miskonsepsi Mahasiswa pada Konsep Dasar Gaya dan Gerak untuk Sekolah Dasar. Jurnal Pendidikan Sains (JPS), 5(2), 80–87.
Riduwan. (2015). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.
Santyasa, I. W., Warpala, I. W. S., & Tegeh, I. M. (2018). The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics. SHS Web of Conferences, 42(00058), 1–8.
Sari, M. W., & Nasrudin, H. (2015). Penerapan Model Pembelajaran Conceptual Change Untuk Mereduksi Miskonsepsi Siswa Pada Materi Ikatan Kimia Kelas X SMA Negeri 4 Sidoarjo. UNESA Journal of Chemical Education, 4(2), 315–324.
Sen, S., & Yilmaz, A. (2017). The Development of a Three-Tier Chemical Bonding Concept Test. Journal of Turkish Science Education, 14(1), 110–126. https://doi.org/10.12973/tused.10193a
Stojanovska, M. I., Soptrajanov, B. T., & Petrusevski, V. M. (2012). Addressing Misconceptions about the Particulate Nature of Matter among Secondary-School and High-School Students in the Republic of Macedonia. Creative Education, 03(05), 619–631.
Sujana, A., Permanasari, A., Sopandi, A., & Mudzakir, A. (2014). Literasi Kimia Mahasiswa PGSD dan Guru IPA Sekolah Dasar. Jurnal Pendidikan IPA Indonesia, 3(1), 5–11.
Suliyanah, Putri, H. N. P. A., & Rohmawati, L. (2018). Identification Student’s Misconception of Heat and Temperature Using Three-Tier Diagnostic Test. Journal of Physics: Conference Series, 997(1), 1–10.
Supriyatun, S., Andayani, A., & Suhita, R. (2017). Kajian Buku Teks Pelajaran Bahasa Indonesia untuk Kelas X Sekolah Menengah Atas Edisi Revisi 2016. BASASTRA Jurnal Penelitian Bahasa, Sastra Indonesia Dan Pengajarannya, 5(2), 163–182.
Taslidere, E. (2016). Development and Use of a Three-Tier Diagnostic Test to Assess High School Students’ Misconceptions About the Photoelectric Effect. Research in Science and Technological Education, 34(2), 164–186. https://doi.org/10.1080/02635143.2015.1124409
Taştan Kirik, Ö., & Boz, Y. (2012). Cooperative Learning Instruction for Conceptual Change in the Concepts of Chemical Kinetics. Chemistry Education Research and Practice, 13(3), 221–236.
Ünal, S., Coştu, B., & Ayas, A. (2010). Secondary School Students’ Misconceptions of Covalent Bonding. Journal of Turkish Science Education, 7(2), 3–29.
Wijaya, C. P., Supriyono Koes, H., & Muhardjito. (2016). The Diagnosis of Senior High School Class X MIA B Students Misconceptions About Hydrostatic Pressure Concept Using Three-Tier. Jurnal Pendidikan IPA Indonesia, 5(1), 14–21. https://doi.org/10.15294/jpii.v5i1.5784
Yezierski, E. J., & Birk, J. P. (2006). Misconceptions About the Particulate Nature of Matter. Using Animations to Close the Gender Gap. Journal of Chemical Education, 83(6), 954–960.