Primary School Teachers’ Views on Fundamental Chemical Concepts

Papageorgiou, George; Sakka, Despina

doi:10.1039/a9rp90025j

Cited by 28 publications

(16 citation statements)

References 17 publications

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“…About 20 % of teachers also think that the air from outside forms liquid drops. Previous studies have reported that some teachers hold inadequate conceptions, which are not scientifically accepted (Burgoon et al 2010;Papageorgiou and Sakka 2000;Smith and Neale 1991). Furthermore, many of these conceptions are similar to those held by students (Mant and Summers 1995;Papageorgiou et al 2010;Quílez-Pardo and Solaz-Portole´s 1995).…”

Section: Discussionmentioning

confidence: 90%

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Yang

Noh

Scharmann

et al. 2013

Asia-Pacific Edu Res

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Knowledge about students' conceptions is one of the requisite components of pedagogical content knowledge. A keen awareness of students' alternative conceptions provides teachers with information about prospective difficulties students may incur as they make attempts to learn more accurate scientific representations of critical concepts. In this study, we investigated elementary school teachers' understanding of their students' alternative conceptions about change of states and dissolution. The subjects were 152 elementary school teachers and 529 sixth graders in Korea. A conceptions test and the test of the understanding about students' conceptions were administered in order to examine students' alternative conceptions and the teachers' awareness of their students' alternative conceptions, respectively. The effects of teachers' characteristics such as teaching experience, highest academic degree, science teaching efficacy, and views about teaching and learning (i.e., constructivist

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Section: Discussionmentioning

confidence: 90%

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Yang

Noh

Scharmann

et al. 2013

Asia-Pacific Edu Res

View full text Add to dashboard Cite

show abstract

“…This is why some teachers are confused about this topic. In this case, textbooks may promote misconceptions both in students and teachers (Papageorgiou & Sakka, 2000). In terms of teaching on the topic of seasons, science teachers have to discuss the effect of monsoon on the seasons in Thailand in order to help students understand the seasons in the Thai context.…”

Section: Discussionmentioning

confidence: 99%

Investigating In-service Science Teachers Conceptions of Astronomy, and Determine the Obstacles in Teaching Astronomy in Thailand

Jansri¹,

Ketpichainarong²

2020

INT J EDUC METHODOL

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Astronomy concept is regarded as one difficult topic in both teachers' and students' perspective even though it strongly appeals to the human mind. This concept requires imagination and the ability to use various skills and knowledge, for example, actual motion, relative position, and coordination of views from several points on the Earth to generate an explanation. As mentioned in the literature, the teacher plays a vital role in the teaching and learning process. Therefore, this study aimed to investigate 45 in-service science teachers' understanding of astronomy concepts in a professional development program and to diagnose the misconceptions regarding astronomy concepts. A two-tier test, open-ended questions, and a semi-structured interview were used to gather information on the understanding and misconceptions, particularly on celestial motion concepts. The data were analyzed both qualitatively and quantitatively. The results pointed out that after the four-day professional development program, inservice science teachers gained significantly higher two-tier test scores. The highest progression was in the topic of the Sun's apparent motion. However, most in-service science teachers still held some misconceptions relating to the concept of the seasons. The obstacles in teaching astronomy were also discussed. The study's findings lead to the improvement of the professional development program for in-service science teachers required to teach astronomy concepts nationwide.

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“…Unfortunately, very little is known about students' ability to use and apply these classification schemes. Students' alternative conceptions about different types of substances (del Pozo, 2001;Nakhleh & Samarapungavan, 1999;Papageorgiou & Sakka, 2000;Sanger, 2000), types of processes (Abraham, Williamson, & Westbrook, 1994), or types of bonding (Barker & Millar, 2000;Birk & Kurtz, 1999;Coll & Treagust, 2001) have been thoroughly investigated. However, very little attention has been given to exploring the strategies used by chemistry learners with different levels of expertise when classifying substances, processes, or interactions into different groups.…”

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confidence: 99%

Classification of chemical reactions: Stages of expertise

Stains¹,

Talanquer²

2007

J Res Sci Teach

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In this study we explore the strategies that undergraduate and graduate chemistry students use when engaged in classification tasks involving symbolic and microscopic (particulate) representations of different chemical reactions. We were specifically interested in characterizing the basic features to which students pay attention when classifying chemical reactions at the symbolic and microscopic levels. We identified the categories that students create when classifying chemical reactions, and compared the performance in simple classification tasks of students with different levels of preparation in the discipline. Our results suggest that advanced levels of expertise in chemical classification do not necessarily evolve in a linear and continuous way with academic training; a significant proportion of undergraduate students, regardless of their level of preparation in chemistry, based their classification schemes on the identification of surface features and failed to create chemically meaningful classes. Students' ability to identify chemically meaningful groups was strongly influenced by their recent learning experiences and their graduate work in chemistry. The level of expertise and the type of chemical representation influenced the number and types of categories created, the nature of the features used to build a class, and the role that these features played during the classification process. Although all of the participants in our study expressed similar levels of unfamiliarity with the microscopic images of chemical reactions, advanced students were more adept at using the available representational features to build chemical meaning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 771–793, 2008

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Primary School Teachers’ Views on Fundamental Chemical Concepts

Cited by 28 publications

References 17 publications

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Investigating In-service Science Teachers Conceptions of Astronomy, and Determine the Obstacles in Teaching Astronomy in Thailand

Classification of chemical reactions: Stages of expertise

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