Evaluation of the degree of coherence found in students' conceptions concerning the particulate nature of matter

Gómez, Enrique J. Buch; Benarroch, Alicia Benarroch; Marín, Nicolás

doi:10.1002/tea.20130

Cited by 28 publications

(27 citation statements)

References 32 publications

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“…In line with Löfgren and Helldén (2009), the authors identified two levels of understanding in which students are expected to perceive particles in a non-scientific way; that is, matter is viewed (a) as continuous with particles or gaps embedded and (b) as made up of particles to which macroscopic properties are transferred (cf. Gómez et al, 2006). Furthermore, the authors identified two levels that allow students to explain certain phenomena in a scientifically correct way, that is, (a) students perceive a vacuum between particles and (b) students perceive a causal coordination between vacuum and movement of Table 2.…”

Section: Studies In Science Education 189mentioning

confidence: 96%

“…Löfgren & Helldén, 2009). A further elaboration of these levels is provided by Gómez, Benarroch, and Marín (2006) who focused on the degree of coherence found in students' conceptions of the particulate nature of matter. They suggested a set of five hierarchically ordered levels to characterise differences in students' understanding, starting from a simple towards a complex understanding.…”

Section: Studies In Science Education 189mentioning

confidence: 99%

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Framing students’ progression in understanding matter: a review of previous research

Hadenfeldt

Liu

Neumann

2014

Studies in Science Education

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This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students' conceptions of matter published in peer-reviewed journals has increased significantly. These studies investigated how students conceptualise matter, to what extent students are able to explain everyday phenomena or how students develop an understanding of matter over time. In order to understand how students progress in their understanding of matter, what they understand easily and where they have difficulties, there is a need to identify common patterns across the available studies. The first substantial review of research on students' conception was provided in the 1990s with the aim to organise students' understanding of matter into four categories: students' conceptions about (1) chemical reactions, (2) physical states and their changes, (3) atoms, molecules and particle systems and (4) conservation. The aim of this review and analysis is to identify how subsequent research on students' conceptions of matter adds to this framework. The last comprehensive review of research on students' understanding of matter was carried out in the early 2000s. Thus, we analysed studies on students' conceptions of matter published within the last decade in five peer-reviewed journals of science education. Our findings suggest that research has moved from categorising students' conceptions to analysing students' progression in understanding matter. Based on our findings, we also identified typical pathways by which students may develop over time related to the four categories identified in previous reviews. As a conclusion, we present a model describing students' progression in understanding matter which may contribute to the development of a K-12 learning progression of matter.

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Section: Studies In Science Education 189mentioning

confidence: 96%

Section: Studies In Science Education 189mentioning

confidence: 99%

Framing students’ progression in understanding matter: a review of previous research

Hadenfeldt

Liu

Neumann

2014

Studies in Science Education

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“…the student feels difficulty, informing him/her about his/her performance. The formative evaluation itself serves as a feedback both for student and teacher (GÓMEZ et al, 2006).…”

Section: Resultsmentioning

confidence: 99%

Science evaluation methods in physical education courses

Gonçalves

Aranha

2011

Avaliação (Campinas)

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The main objective of this study is to verify on what sort of evaluation the eighteen advisors of the physical education and sport's of monographs in Portugal base their judgement when evaluating students. An anonymous and confidential questionnaire was used to verify how their evaluation is processed. Only 38,9% of the advisors explain to their advisees the criteria, parameters, types and objectives of the evaluation that are used in their evaluations. In relation to the formative evaluation, generally, the advisors, in every meeting, take their own conclusions in relation to future classifications, having to do constant feedbacks through a continuous evaluating system. Most of the advisors believe that they would be able to do a much better evaluation if they had more time to spend with their advisees. Finally, 66,7% of the supervisors believe that all the teaching courses should give higher value to the formation in the area of evaluation because it is important to know how to evaluate correctly, so as to be fairer with their students and to learn new evaluation strategies and instruments. The remaining advisors believe that there aren't enough subjects that actually train the future teachers, in their formation, how to evaluate their students.Key words: Evaluation. Supervisor. Student. Performance. Teach. MéTODOS DE AVAlIAçãO DE CIênCIAS nOS CURSOS DE EDUCAçãO FíSICAResumo: O objetivo central deste estudo é verificar o tipo de avaliação utilizada pelos professores orientadores das monografias de educação física e esportes para julgar os trabalhos de seus estudantes em Portugal. Um questionário anônimo e confidencial foi usado para verificar como se desenrola o processo da avaliação. Somente 38,9% dos orientadores explicam aos seus orientandos os critérios, parâmetros, tipos e objetivos da avaliação utilizada para avaliá-los. Em relação à avaliação formativa, em geral, os orientadores, em todas as reuniões, tiram as suas próprias conclusões em relação à classificação futura, tendo que recorrer a constantes feedbacks através de um sistema de avaliação contínua. A maioria dos orientadores acredita que conseguiria fazer um trabalho melhor se pudessem dedicar mais tempo aos seus orientandos. Por fim, 66,7% dos orientadores acreditam que todas as disciplinas deveriam dar mais valor à formação na área da avaliação porque é importante saber avaliar corretamente, de modo a ser mais justo com os estudantes e também para conhecer novas estratégias e instrumentos de avaliação. Os demais orientadores acreditam que não há disciplinas suficientes que de fato ensinam os futuros professores, em seu processo de formação, a avaliar os seus estudantes.Palavras-chave: Avaliação. Orientador. Estudante. Deempenho. Ensino.

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“…A host of research studies investigating sighted students' conceptions of matter has been published recently (Gomez, Benarocch, & Marin, 2006;Eilam, 2004;Liu & Lesniak, 2005;Nakleh, Samarapungavan, & Saglam, 2005;Pozo & Gomez Crespo, 2005;Singer, Wu, & Tal, 2003;Stains & Talanquer, 2007), but the congenitally blind children and youth have been excluded from these studies. In particular, formal operational or abstract reasoning of the congenitally blind was identified by Warren (1994) as a neglected cognitive research area.…”

Section: Introductionmentioning

confidence: 98%

Atoms, elements, molecules, and matter: An investigation into the congenitally blind adolescents' conceptual frameworks on the nature of matter

Smothers¹,

Goldston

2009

Science Education

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This qualitative multiple case study explored the conceptual frameworks of two congenitally blind male adolescents on the nature of matter. We examined participants' responses on four tactile investigations focused on concepts and processes associated with matter changes. The matter changes investigated were dissolution, chemical change, expansion, and condensation. Individual interview and model-making sessions comprised the primary data collection, whereas journal writing and focus group interviews provided additional, secondary data. Participants' responses during matter activities were analyzed by using three data frames: structural views of matter, types of understanding of matter changes, and conceptual consistency of students' explanatory schemes. Coding of the responses identified macro-(physically observable) and microparticulate (invisible) views of matter and both scientifically accurate and alternate understandings of matter changes coexisting within one response set. Data analysis led to the development of individual meandering mind maps as an analytical tool that illustrates the shifting of each participant's thinking between the macro-and microparticulate views of matter. A meandering mind map utilized in the study consists of a macroparticulate outer layer, microparticulate inner layer, and an interface layer that includes lynchpin concepts compound, molecule, atom, and element. The lynchpin concepts are perceived to mediate and scaffold cognitive shifts between the macroparticulate and the microparticulate views of matter. During individual interviews, each participant's responses were coded to one of the three categories, plottedCorrespondence to: Sinikka M. Smothers;

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Evaluation of the degree of coherence found in students' conceptions concerning the particulate nature of matter

Cited by 28 publications

References 32 publications

Framing students’ progression in understanding matter: a review of previous research

Framing students’ progression in understanding matter: a review of previous research

Science evaluation methods in physical education courses

Atoms, elements, molecules, and matter: An investigation into the congenitally blind adolescents' conceptual frameworks on the nature of matter

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