K‐8th grade Korean students' conceptions of ‘changes of state’ and ‘conditions for changes of state’

Social Affordances of Mixed Reality Learning Environments: A case from the Science through Technology Enhanced Play project (STEP)

“…Content understanding was operationalized as descriptions of particle behavior in the different states of matter (matter-type codes) and the mechanisms behind state changes (change-type codes). These codes were derived from our earlier study [17] and other similar research interventions [18]. Students were asked about how particles behaved in different states as well as the mechanisms behind state changes.…”

Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

“…A large number of research studies in science education have focused on students' understandings of changes of state (Bar & Travis, 1991;Bar & Galili, 1994;Johnson, 1998aJohnson, , 1998bOsborne & Cosgrove, 1983;Paik, Kim, Cho & Park, 2004;Ross & Law, 2003); however, there are only a limited number of studies that focus on the perceptions of teachers (Chang, 1999;Goodvin, 2003). Osborne and Cosgrove (1983) conducted interviews and a written test to study the conceptual development of students from New Zealand aged 8-17 years about the changes of ice, water, and vapor.…”

Alternative Frameworks of the Secondary School Students on the Concept of Condensation at Submicroscopic Level

“…This means that new knowledge cannot be integrated appropriately into the cognitive structure of the students (Taber, 2000). This concept was selected because some previous researchers showed various problems concerning the understanding of the students on condensation at the submicroscopic level (Varelas et al, 2006;Johnson, 2005;Paik et al, 2004;Hatzinikita & Koulaidis, 1997). The following study question was investigated in this study: What are the alternative frameworks of the students on the concept of condensation at the submicroscopic level from the aspect of the explanations?…”

“…However, the previous studies showed that students at various ages have alternative frameworks on the concept of condensation (Kruger & Summers, 1989;Bar & Travis, 1991;Lee et al, 1993;Chang, 1999;Gopal et al, 2004) covering various topics such as vapor pressure (Gopal et al 2004), condensation in opened system (Paik et al, 2004), condensation in closed system (Costu, 2006), the concept and the phases of matter (Johnson, 2005) and the development of the students conceptualization in understanding the change of phases (Varelas et al, 2006). For example, a study by Costu et al (2012) found that first year students in the department of primary science education listed eight difficulties and alternative frameworks namely water vapor cannot be converted to water, water vapor cannot exist in the air at all times, hydrogen and oxygen, the components of water vapor exist in the air other than the water vapor itself, the molecules of water vapor are lighter than the molecules of water, the air is condensed as water, the condensation occurs because the vapor pressure is rising and only water vapor exists in the air during winter and ice on the cold surface will melt and form water droplets (condensation in the opened system).…”