Rethinking the Introduction of Particle Theory: A Substance-Based Framework

Autor/inn/en	Johnson, Philip; Papageorgiou, George
Titel	Rethinking the Introduction of Particle Theory: A Substance-Based Framework
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 2, S.130-150 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Feedback (Response); Concept Formation; Foreign Countries; Science Instruction; Science Education; Scientific Concepts; Children; Intervention; Interviews; Elementary Schools; Models; Secondary School Students; Elementary School Science; Secondary School Science; Greece; United Kingdom (England) + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Child; Kind; Kinder; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Analogiemodell; Sekundarschüler; Griechenland
Abstract	In response to extensive research exposing students' poor understanding of the particle theory of matter, this article argues that the conceptual framework within which the theory is introduced could be a limiting factor. The standard school particle model is characterized as operating within a "solids, liquids, and gases" framework. Drawing on an analysis of scientific ideas on matter and research into students' understanding, issues arising from the framework are identified which could contribute towards students' well known difficulties. The analysis leads to the proposal for a particle model based within the framework of the concept of a substance. Results from two exploratory studies using the substance-based particle model with children (ages 9-10) in two contrasting elementary schools in England are then reported. After a short teaching intervention with a class in each school, individual interviews were held with a sample of 12 students from each class. Data were collected on students' understanding of substances coexisting in different room temperature states and phenomena involving changes of state and mixing. The results gave useful feedback on the specification of the model and its teaching. Overall the students' engagement with the particle ideas was encouraging and suggests a larger scale testing of the substance-based model is merited. (Contains 3 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10