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The objective of this study is to compare the effectiveness of EMBE-R and verification strategies in eliminating the rate of reaction (RR) misconceptions on different scientific reasoning capabilities (SRC) and improving students' understanding of concepts in chemical equilibrium (CE). This quasi-experimental design involved two homogeneous classes. One class taught using EMBE-R strategy, while the other class prepared with a verification strategy. Students' misconceptions in RR identified using a three-tier test, understanding of concepts in CE using a subjective test, and SRC using the scientific reasoning test. The percentage of RR misconception elimination using EMBE-R strategy with a high and low-level SRC is 76.7 and 72.3, whereas in verification strategy is 61.1 and 32.4. Students' understanding of CE showed a significant difference with the t-test. The average scores for EMBE-R and verification strategies, respectively 73.8 and 62.4. EMBE-R strategy is more effective than verification in eliminating students' misconceptions in RR. Elimination of misconceptions for students with a highlevel is easier than a low-level of SRC. EMBE-R strategy produces a better understanding of concepts in CE than verification. Application of EMBE-R strategy is highly recommended in teaching other chemistry materials having the same characteristics since this strategy is effective in eliminating misconceptions of prerequisites and produces a better students' understanding of new related concepts.
Jusniar et al. (Sat,) studied this question.