Elementary school children's attainment of the concepts of physical and chemical change‐a replication

Voelker, Alan M.

doi:10.1002/tea.3660120103

Cited by 13 publications

(10 citation statements)

References 5 publications

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“…In a study by Gabel, Keating, and Petty (1999), children in grades 3 through 6 were taught a unit on introductory chemistry that emphasized differences in chemical and physical changes. Analysis of interview data confirmed the research findings of detailed studies by Voelker (1968, 1975) that the classification concepts of chemical and physical change cannot be taught in grades 3 through 6, or in other words, ages 9 through 12.…”

supporting

confidence: 75%

“…Several researchers have reported findings on children's understanding of chemical and physical changes at different age levels (Abraham & Williamson, 1994; Cosgrove & Osborne, 1981; Hesse & Anderson, 1992; Voelker, 1968, 1975). However, few researchers have studied children's understanding of burning, a concept used at the high school level by several popular chemistry texts to introduce chemical change; hence, it is important for future effective instruction (BouJaoude, 1991).…”

Section: Introductionmentioning

confidence: 99%

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Changing Children's Conceptions of Burning

Gabel

Stockton

Monaghan

et al. 2001

School Sci & Mathematics

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Relatively few studies have examined the effects of instruction on children's understanding of burning. This study focused on three questions: (a) What are children's views of burning prior to and after instruction? (b) Do children's views become more scientific, that is, more in accord with scientists' views, with instruction, and if so, how? (c) Are the changes in children's understanding of burning correlated to their ages? Data were collected before and after five hours of instruction in a Saturday Science Program, using both a short multiple choice test based on common misconceptions from the literature and "interviews about events." Children were divided into two classes according to their grade in school. A significant difference was found in children's understanding before and after instruction on the multiple‐choice test that was corroborated with interview data. Younger children (ages 8 to 11) made more significant gains than did the older children (ages 11 to 13), with both groups reaching similar levels of understanding after instruction. Although notable gains were made in recognizing the need for oxygen in burning and in distinguishing between decomposition and burning, interviews revealed that few children at any age could explain specifically what was happening on the phenomena level.

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supporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Changing Children's Conceptions of Burning

Gabel

Stockton

Monaghan

et al. 2001

School Sci & Mathematics

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“…The teacher does not consistently ask follow‐up questions that could ascertain the students’ reasons for their answers. Second, the concept (understanding differences between chemical and physical changes) is inappropriate for the 7–8 year old students (Voelker, ). They have substantial difficulties understanding the concept of chemical change, as seen in their answers and behavior.…”

Section: Methodsmentioning

confidence: 96%

The impact of video case content on preservice elementary teachers’ decision‐making and conceptions of effective science teaching

2016

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Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers’ conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role of the teacher. Three groups completed either: (i) a unit plan; (ii) a video case analysis with problematic selection of content and use of teacher behaviors; or (iii) a video case analysis with only problematic teacher behaviors. Two hundred seven end‐of‐semester oral defenses were analyzed to determine the extent to which group differences exist on six questions. Both groups who completed the video case analysis better consider how children learn when making decisions, involving activities and content than those who completed the unit plan. However, they do not use this same knowledge base to inform their role in interacting with children to move their thinking toward more accurate ideas. Prospective teachers in all three groups overlook the role of the teacher in the classroom and focus almost entirely on keeping children physically active. Therefore, even when a video case was deliberately selected to focus attention on the role of the teacher, this critically important aspect of teaching continues to be absent, or vague at best, for the 207 prospective teachers in this study. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 1500–1523, 2016

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“…This large body of knowledge revealed students' alternative conceptions on the following major aspects of the matter concept: conservation (BouJaoude, 1991;Stavy, 1990;Watson, Prieto, & Dillon, 1995), composition and structure (Benson, Wittrock, & Baur, 1993;Coll & Treagust, 2003;Doran, 1972;Griffiths & Preston, 1992;Krnel, Glazer, & Watson, 2003;Krnel, Watson, & Glazar , 1998;Novick & Nussbaum, 1978, 1981Nussbaum, 1985;Peterson, Treagust, & Garnett, 1989;Stavy, 1991;Taber, 2003), physical properties and change (Haidar & Abraham, 1991;Krnel, Watson, & Glazar, 1998;Lee et al, 1993;Osborne & Cosgrove, 1983;Shepherd & Renner, 1982), and chemical properties and change (Boo & Watson, 2001;BouJaoude, 1991;Hesse & Anderson, 1992;Johnson, 2000Johnson, , 2002Nieswandt, 2001;Solomonidou & Stavridou, 2000;Stavridou & Solomonidou, 1989Voelker, 1975;Watson, Prieto, & Dillon, 1995). This large body of knowledge covers grade levels from elementary to university and diverse cultural backgrounds.…”

Section: Children's Alternative Conceptions Of Matter From Elementarymentioning

confidence: 99%

Students' progression of understanding the matter concept from elementary to high school

Liu

Lesniak

2005

Sci. Ed.

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Using the US national sample from the Third International Mathematics and Science Study (TIMSS) and the Rasch modeling method, this study identified the conceptual progression sequence of various matter concept aspects, and compared students' latent abilities against the sequence. We found that the four matter aspects, i.e. conservation, physical properties and change, chemical properties and change, and structure and composition, are interrelated. Although they differ in overall difficulty with an increased difficulty from conservation to physical properties and change to chemical properties and change and to structure and composition, the difference among them is not statistically significant at the 0.05 level. Elementary school students (3rd and 4th grades) have an average latent ability below the average difficulty of items on the conservation aspect; 7th graders' average latent ability is above the average difficulty level of the conservation and physical properties and change aspects; 8th and 12th grade students' average latent ability is above the average difficulty level of all the aspects except for structure and composition; and 12th grade science specialization students' average latent ability is above the average difficulty level of all the four aspects. We proposed a dynamic overlapping wave model of matter concept development to make sense the above-identified progression patterns.

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Elementary school children's attainment of the concepts of physical and chemical change‐a replication

Cited by 13 publications

References 5 publications

Changing Children's Conceptions of Burning

Changing Children's Conceptions of Burning

The impact of video case content on preservice elementary teachers’ decision‐making and conceptions of effective science teaching

Students' progression of understanding the matter concept from elementary to high school

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