Studying the Coherence of Students' Portrayed Representations of the Atomic Structure -- Connections with Conceptions and Misconceptions

Autor/inn/en	Zarkadis, Nikolaos; Stamovlasis, Dimitrios; Papageorgiou, George
Titel	Studying the Coherence of Students' Portrayed Representations of the Atomic Structure -- Connections with Conceptions and Misconceptions
Quelle	In: Science Education International, 32 (2021) 2, S.164-171 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zarkadis, Nikolaos) ORCID (Stamovlasis, Dimitrios) ORCID (Papageorgiou, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Nuclear Physics; Scientific Concepts; Concept Formation; Misconceptions; Schemata (Cognition); Secondary School Students; Adolescents; Student Characteristics; Freehand Drawing; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Atomphysik; Kernphysik; Concept learning; Begriffsbildung; Missverständnis; Cognition; Schema; Kognition; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Drawing; Zeichnen; Ausland; Griechenland
Abstract	The present study investigated the association of students' fundamental ideas and misconceptions about ontological features of atom identity and behavior with the formation of their portrayed representations of the atomic structure. Participants (n = 421) were secondary education students in the eighth, tenth, and twelfth grades. Students' portrayed representations of the atomic structure were accessed through drawing tasks, while their understanding of the ontological features of atom was measured through a specially designed questionnaire. Latent Class Analysis (LCA), a psychometric method, was applied to the elementary features of the portrayed representations to classify them and test the potential coherence of their representations regarding atomic structure. The LCA revealed three latent classes, which showed a relative coherence in three of the anticipated models, "Particle model," "Nuclear model," and "Bohr's model." Moreover, students' conceptions and misconception about the ontological features of atom were used as covariates in the LCA and their effects on the above-mentioned class-memberships were estimated. Results indicated a significant effect of students' conceptions of the atomic ontological features on their portrayed representations of the atomic structure. Implications for theory and practice are discussed. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01