Constructing vee maps for clinical interviews on molecule concepts

Ault, Charles R.; Novak, Joseph D.; Gowin, D. Bob

doi:10.1002/sce.3730680409

Cited by 33 publications

(24 citation statements)

References 26 publications

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“…Renström, Andersson & Marton, 1990;Nussbaum & Novick, 1982;Ault, Novak & Gowin, 1984;Ben-Zvi, Eylon & Silberstein, 1986;Briggs & Holding, 1986;Wightman, Deleted: The study is not based upon a representative sample of English secondary pupils, but we note that these findings are consistent with the outcomes of official National Testing of all pupils at age 14.…”

Section: Students' Difficulties In Learning About Particlessupporting

confidence: 63%

“…Within Chemistry, the concept is fundamental to any kind of advanced study (e.g. Ault, Novak and Gowin, 1984).…”

Section: The Centrality Of Particle Models In Sciencementioning

confidence: 99%

“…For example, when first learning about particles, it is not unusual for learners to conceptualise particles embedded within materials (rather than materials composed only of the particles), or to assume that air flows between the particles (Nussbaum & Novick, 1982;Ault, Novak & Gowin, 1984;Renström, Andersson & Marton, 1990;Wightman, Green & Scott, 1986: 195).…”

Section: Students' Difficulties In Learning About Particlesmentioning

confidence: 99%

“…scientific) notions of particles. We are encouraged by the findings of Ault, et al (1984) who reported that understanding about molecules evolved more rapidly from a rich conceptualisation, even when this included a range of idiosyncratic 'alternative' conceptions.…”

Section: Reflections On the Curriculum Contextmentioning

confidence: 99%

“…Learners may also fail to appreciate how the fundamental particles of a substance can be identical , and unchanged during a change of state (Ben-Zvi, Eylon & Silberstein, 1986;Ault, Novak & Gowin, 1984;Wightman et al, 1986: 276;. The notion of particles having inherent unceasing motion also proves difficult for learners (Nussbaum & Novick, 1982;Wightman et al, 1986).…”

Section: Students' Difficulties In Learning About Particlesmentioning

confidence: 99%

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Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Franco

Taber

2009

International Journal of Science Education

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. Secondary students' thinking about familiar phenomena: learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. International Journal of Science Education, Taylor & Francis (Routledge), 2009, 31 (14), pp.1917-1952 Secondary students' thinking about familiar phenomena: learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. Abstract:Particle models of matter are widely recognised as being of fundamental importance in many branches of modern science, and particle ideas are commonly introduced and developed in the secondary school curriculum. However, research undertaken in a range of national contexts has identified significant learning difficulties in this topic, and suggests that notions of particles that match scientific models are generally only attained over periods of some years. A National Curriculum in Science was imposed in England over the period 1989-1993, and was later supplemented by increasingly prescriptive guidance to teachers. This culminated in a framework for teaching lower secondary science, which identified 'particles' as one of five key ideas for organising teaching and learning. In this curriculum context, a basic particle model is introduced at the start of secondary education, and consolidated by being revisited in various contexts over three years. The present paper reports an interview-about-events based study that explored the way English secondary students explained phenomena commonly met in school science. It was found that most students used the notion of particles in their responses, although most of their particle-based explanations reflected alternative conceptions that have been reported in previous research. It is concluded that a curriculum strategy of early introduction and regular application during the early secondary years is not sufficient to support the desired level of progression in thinking with particle concepts, and more sophisticated pedagogy is needed.

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Section: Students' Difficulties In Learning About Particlessupporting

confidence: 63%

“…Within Chemistry, the concept is fundamental to any kind of advanced study (e.g. Ault, Novak and Gowin, 1984).…”

Section: The Centrality Of Particle Models In Sciencementioning

confidence: 99%

Section: Students' Difficulties In Learning About Particlesmentioning

confidence: 99%

Section: Reflections On the Curriculum Contextmentioning

confidence: 99%

Section: Students' Difficulties In Learning About Particlesmentioning

confidence: 99%

See 3 more Smart Citations

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Franco

Taber

2009

International Journal of Science Education

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Modeling as a teaching learning process for understanding materials: A case study in primary education

2007

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ABSTRACT:Modeling is being used in teaching learning science in a number of ways. It will be considered here as a process whereby children of primary school age exercise their capacity of organizing recognizable and manageable forms during their understanding of complex phenomenologies. The aim of this work is to characterize this process in relation to the modeling of properties of and changes in materials. The data are discussed by establishing relationships between the modeling process with three different aspects: the specialized scientific knowledge, the physical manipulation of phenomena, and the interaction among those participating in the class. The results show how 7 -8-year-old students generate a modeling process that leads them to explain the behavior of different materials by using a "model of parts" created ad hoc. This model, built up from some kind of a discrete vision of the material, proves to be coherent for children of this age and evolves by relating the visible continuum with an imagined discontinuum.

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Mapping student understanding in chemistry: The Perspectives of Chemists

et al. 2008

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ABSTRACT:Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, and criterion-referenced analysis using item response models (item response theory (IRT)) to map student progress. It includes assessment questions, a scoring rubric, item exemplars, and a framework to describe the paths of student understanding that emerge.

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Constructing vee maps for clinical interviews on molecule concepts

Cited by 33 publications

References 26 publications

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Modeling as a teaching learning process for understanding materials: A case study in primary education

Mapping student understanding in chemistry: The Perspectives of Chemists

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