Using an embedded conceptual change strategy to enhance students' understanding of Le Chatelier's summation of some stress factors on equilibrium position

The study aimed to employ small scale science activities to demonstrate and enhance the idea of reversibility of chemical changes in closed systems during chemical equilibrium at the microscopic level among 115 integrated science students. The activities implemented were based on an embedded conceptual change approach. The research tools consisted of two SSS activities on closed systems in equilibrium. Pre- and post-intervention assessments on chemical equilibrium, 2 SSSE-CBA activities, an observation schedule and a questionnaire enabled the collection of data. The intervention activities lasted for a total of 2 hours in two separate one-hour sessions. Paired samples t-test analysis after the intervention and post-assessment revealed that the mean scores of the post-concept assessment (7.94) was statistically higher than that of the pre-concept assessment (4.33) at a significance level of 0.05. Prior to the intervention most students held naïve conceptions about the dynamism of closed systems in equilibrium. However, after the concept-embedded intervention, they gave logical and vivid expressions about systems in equilibrium and how they were affected by external stress, as intimated by Le Chatelier. The results indicated that this intervention could enhance students’ conceptual understanding of chemical equilibrium and enable them to create mental models.