![]() ![]() The intent of this paper is to clarify the notion of oxidation number, electronegativity, and formal charge, describe their relationship (especially for high school chemistry textbooks), and criticize upon misleading application. For the next problem (4a), none of the students give the right oxidation number of an atom and all of them can’t explain precisely correlation among oxidation number, electronegativity, and formal charge. But, in the certain molecule (problem number 2) they can’t determine correctly because they couldn’t use the “Rule” from initial understanding in high school. The result was about 80% of students give the right answer in determining oxidation number (problem number 1). These problems were then tested to 40 first semester chemistry program students in the University of Jambi who joining Basic Chemistry course. ![]() This research was conducted to review the concepts from common used high school chemistry textbooks and these concepts were then transformed to 6 number open minded problems. Incomplete explanation of the fundamental concept of oxidation number can lead that conclusions pertaining to such a misleading interpretation. However, it is evident from the literature (or textbooks) that these terms are often viewed to be synonymous. The term “oxidation number” and related concept such as “electronegativity” and “formal charge” appear frequently in both elementary and advance chemistry text. The level of critical thinking skills in daily life acid-base topic of 2nd-grade Yogyakarta’s senior high schools at the academic year 2018/2019 of six public high schools, six private high schools, and combination both of them was 40.2% (moderate), 34.8% (deficient), 37.5% (deficient), respectively. The results showed that the quality of critical thinking questions were excellent. The questions were theoretically validated by three reviewers (content, evaluation, and chemistry education experts). The level of critical thinking ability was measured by 15 critical thinking question outlined from the seven critical thinking criteria referred to established commercial critical thinking test. The method was an ex-post facto research designed with a one-sample design. This study aimed to comprehend the quality of critical thinking questions and measure the critical thinking ability in the daily life acid-base topic of 2nd -students from six public high schools, six private high schools, and combination of them in Yogyakarta at the 2018/2019 academic year based on the answer patterns of students to the developed critical thinking questions. The high school and chemistry textbook authors were recommended to introduce this interconnection (including formal charge) to minimize the misconception and conceptual difficulties experienced by first-year undergraduate chemistry students in assigning oxidation number. ![]() The research implied that the teachers, lecturers, curriculum developers, and High School Chemistry textbooks authors need to be cognizant of the importance of related concept (electronegativity and dot-Lewis structure) with oxidation number. The data illustrated how students attempt to make sense of the concept obtained from High School with the knowledge they had already constructed in solve of a given question. Several misconceptions relating to the inappropriate assumption in assigning oxidation number were identified. In the section of the interview which focused on applying “The Rules”, many students experienced more problems in assigning oxidation number of sulfur in S2O32– ion. ![]() This study revealed that most of 34 students who participated were confused about the nature of oxidation number. A list of multiple choice question and interview section was formulated to identify the initial knowledge as representative of their conceptual understanding in assigning oxidation number obtained from their chemistry textbooks. The purpose of this research was to investigate first-year undergraduate chemistry students’ understanding in assigning oxidation number following a case-study course instruction. ![]()
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