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This document summarizes a research study that evaluated the effectiveness of conceptual change texts (CCTs) when used within the REACT teaching strategy for teaching concepts related to solutions in chemistry. The study used a quasi-experimental design with a treatment group that received REACT instruction enriched with CCTs and a control group that received standard REACT instruction. Results indicated that both groups showed improved understanding of solutions from pre-to-post testing, but there was no s

Author

Erni Kurniasih

Language

EN