From inert object to chemical substance: Students' initial conceptions and conceptual development during an introductory experimental chemistry sequence

Solomonidou, Christina; Stavridou, Heleni

doi:10.1002/(sici)1098-237x(200005)84:3<382::aid-sce4>3.0.co;2-d

Cited by 37 publications

(31 citation statements)

References 21 publications

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“…Research on students' conceptions about matter (Andersson, 1990;Stavy, 1991;Taber, 1998), substances (Solomonidou & Stavridou, 2000), particles , stoichiometry (Huddle & Pillay, 1996;Tingle & Good, 1990), and chemical equilibrium (Hackling & Garnett, 1984;Wilson, 1994) will not be discussed in detail. Rather, our review will center on students' difficulties comprehending, interpreting, translating, and transforming visual representations in chemistry.…”

Section: To What Extent Do Conceptual Errors In Chemistry Arise From mentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

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ABSTRACT:In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 2D and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students.

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Section: To What Extent Do Conceptual Errors In Chemistry Arise From mentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

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“…Sometimes, students cannot distinguish clearly between the use of relevant properties describing matter and those relating to the form or size of objects. For example, students use temperature (an intensive property) or volume (an extensive property) to characterise matter itself (Krnel et al, 1998;Solomonidou & Stavridou, 2000).…”

Section: Related Researchmentioning

confidence: 99%

Seventh-grade Students' Understanding of Chemical Reactions: Reflections from an Action Research Interview Study

Eilks

Moellering

Valanides

2007

EURASIA J MATH SCI T

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This paper discusses seventh-grade students' explanations of dissolution and combustion and also identifies their understanding of the differences between physical and chemical changes. A teaching strategy was initially negotiated within an action research group and this strategy was then employed in teaching seventh-grade students. The teaching approach applied the idea that discrete particle changes can be used to differentiate chemical reactions from simple physical changes. Data were collected by an action research group teacher who conducted interviews with dyads of students from different chemistry classrooms. The interviews were transcribed, subsequently analyzed and evaluated in co-operation with researchers from the university. The main mistakes and alternative conceptions that have been identified are discussed. Further, some implications for developing appropriate teaching strategies and curriculum materials are also summarized.

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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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From inert object to chemical substance: Students' initial conceptions and conceptual development during an introductory experimental chemistry sequence

Cited by 37 publications

References 21 publications

Exploring visuospatial thinking in chemistry learning

Exploring visuospatial thinking in chemistry learning

Seventh-grade Students' Understanding of Chemical Reactions: Reflections from an Action Research Interview Study

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

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