High‐school Students' Conceptual Difficulties and Attempts at Conceptual Change: The case of basic quantum chemical concepts

Tsaparlis, Georgios; Papaphotis, Georgios

doi:10.1080/09500690801891908

Cited by 98 publications

(107 citation statements)

References 52 publications

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“…This situation shows that promoting conceptual change for some concepts is difficult [52,53]. This result is parallel of the literature [30].…”

Section: Conclusion and Discussionsupporting

confidence: 75%

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Özkan¹,

Selçuk²

2015

ujer

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In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A pre-test/post-test quasi-experimental design and one control group (n=20) and one experimental group (n=20) were used. Experimental group were given the technology enhanced conceptual change texts, whereas the control group was taught in the traditional instruction. Data were collected five open-ended questions concerning buoyancy. When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that experimental group's conceptual understanding was higher than that of traditional instruction group. It is believed that these texts about "buoyant force," an often misunderstood subject in science education, are very useful class materials that can enable students to learn meaningfully.

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“…This situation shows that promoting conceptual change for some concepts is difficult [52,53]. This result is parallel of the literature [30].…”

Section: Conclusion and Discussionsupporting

confidence: 75%

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Özkan¹,

Selçuk²

2015

ujer

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“…The studies conducted by Papaphotis and Tsaparlis (2008) and Çökelez and Yalçın (2012) showed that the students' mental model of the Bohr atomic model is a more dominant model than the other atomic models. Tsaparlis and Papaphotis (2009) stated that the students prefer the Bohr atomic model because it is concrete and straightforward. The students insist on using initially learned the Bohr model although they learn the quantum-mechanical atomic model.…”

Section: Discussionmentioning

confidence: 99%

“…Cervellati and Perugini (1981) conducted a study with the secondary school students, and they found that the students expressed the concept of orbital as the empty part around the nucleus, the energy level, orbit, and mathematical wave function. Tsaparlis and Papaphotis (2009) indicated that when the students learn the concept of orbital, they make the mistake of generalizing multi-electron orbitals in other atoms to a singleelectron hydrogen atom. They reported that the students did not know the probabilistic nature of the orbitals.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

Kıray¹

2016

IJEMST

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The purpose of this study is to reveal the preservice science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher conducted face-to-face interviews with 15 students. The students' drawings were analyzed and grouped into eight different categories. These categories were: 1-Rutherford atomic model, 2-Bohr atomic model, 3-Probability orbit model, 4-Probability model, 5-Electronium model, 6-Electronium orbit model, 7-Orbital model, and 8-Wave orbit model. Based on the results, the Bohr atomic model was the most drawn model by the students while probability atomic model, the wave orbit model, and Electronium orbit model were the least drawn. Moreover, the study demonstrated that the preservice science teachers had difficulty in grasping atom, electron cloud, and orbital concepts as well as the atom models, the probable nature of quantum physics, and wave-particle duality.

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“…En otras ocasiones, los estudiantes asocian significados idénticos a términos diferentes, dada su similitud fonética (e.g. órbita y orbital) (Tsaparlis y Papaphotis, 2009). …”

Section: Términos Técnicosunclassified

Clasificación y análisis de los problemas terminológicos asociados con el aprendizaje de la química: obstáculos a superar

Quílez-Pardo¹,

Quílez-Díaz²

2016

Rev_Eureka_ensen_divulg_cienc

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High‐school Students' Conceptual Difficulties and Attempts at Conceptual Change: The case of basic quantum chemical concepts

Cited by 98 publications

References 52 publications

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

Clasificación y análisis de los problemas terminológicos asociados con el aprendizaje de la química: obstáculos a superar

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