| Abstract |
This study focused on the synthesis development of the theoretical and designing framework of the constructivist learning environment model to change misconceptions in science for high school students. Research results showed that theoretical framework design consists of 5 main stages. The first stage is a psychological base followed: (1) Constructivist theory (cognitive constructivist and social constructivist). (2) Cognitive theory (schema theory, mental model, metacognition theory, and information processing). The second stage is Pedagogies based on were follows: (1) Open learning environments, OLEs model, (2) Constructivist learning environments, CLEs, (3) Situated learning environments, SLE, and (4) SOI model). The third stage is misconceptions and concept change theory base. The next stage is the media theory base: (1) media symbol system, (2) learning with multimedia and technology base. Furthermore, the last stage is contextual base followed: (1) The education core curriculum, (2) 21st-century skills (3) the scope of chemistry for high school students. The designing framework consists of 4 main stages (1) The activation of cognitive structure, (2) Supporting cognitive equilibrium and enhancing cognitive structure, (3) Supporting cognitive structure and Concept change (4) Supporting and encouraging knowledge |
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