Students' Representations of the Atomic Structure--The Effect of Some Individual Differences in Particular Task Contexts

Autor/inn/en	Papageorgiou, George; Markos, Angelos; Zarkadis, Nikolaos
Titel	Students' Representations of the Atomic Structure--The Effect of Some Individual Differences in Particular Task Contexts
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C5RP00201J
Schlagwörter	Science Instruction; Chemistry; Molecular Structure; Nuclear Energy; Grade 8; Grade 10; Grade 12; Secondary School Students; Secondary School Science; Correlation; Student Characteristics; Mechanics (Physics); Nuclear Physics; Context Effect; Individual Characteristics; Foreign Countries; Factor Analysis; Statistical Analysis; Greece; Group Embedded Figures Test + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Atomenergie; Kernenergie; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Korrelation; Mechanik; Atomphysik; Kernphysik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Faktorenanalyse; Statistische Analyse; Griechenland
Abstract	The current study aims to investigate students' representations of the atomic structure in a number of student cohorts with specific characteristics concerning age, grade, class curriculum and some individual differences, such as formal reasoning and field dependence/independence. Two specific task contexts, which were designed in accordance with corresponding teaching contexts for the atomic structure, one based on Bohr's model and the other on the quantum mechanical model, were examined as for their potential to differentiate initial students' representations of the atomic structure (when no specific context was provided). Participants (n = 421) were students of 8th, 10th and 12th grades of secondary schools from Northern Greece. Results showed that, although developmental factors, like formal reasoning, were associated with a better representation of the atomic structure, the task context appeared to have the dominant role, since positive associations were found between student cohort characteristics and representation of the atomic structure in context dependent tasks, even after accounting for the effects of individual differences. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01