Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in‐service training course

Papageorgiou, George; Stamovlasis, Dimitrios; Johnson, Phil

doi:10.1080/09500690902738016

Cited by 32 publications

(36 citation statements)

References 61 publications

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“…The instrument was synthesized by selected items utilized in a number of related research studies (Johnson, 1998a, b, c;Papageorgiou, Stamovlasis & Johnson, 2010), and it forms part of the full instrument used by Tsitsipis et al (2010). A pilot study followed by interviews was carried out in order to correct possible communication deficiencies of the test, and thus, enhanced validity is expected.…”

Section: Instrumentsmentioning

confidence: 99%

A Probabilistic Model for Students’ Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

Tsitsipis

Stamovlasis

Papageorgiou

2011

Int J of Sci and Math Educ

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In this study, the effect of 3 cognitive variables such as logical thinking, field dependence/field independence, and convergent/divergent thinking on some specific students' answers related to the particulate nature of matter was investigated by means of probabilistic models. Besides recording and tabulating the students' responses, a combination of binomial and multinomial logistic regression techniques was used to analyze the data. Thus, students' misconceptions as well as the compatible-with-thescientific-view student's answers were explored one by one in relation to the above 3 cognitive variables. The study took place with the participation of 329 ninth-grade junior high school pupils (aged 14-15). The results showed that mostly logical thinking and sporadically the other 2 cognitive variables were significantly associated with students' answers. Interpretation of the results and implications for science education are discussed.

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Section: Instrumentsmentioning

confidence: 99%

A Probabilistic Model for Students’ Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

Tsitsipis

Stamovlasis

Papageorgiou

2011

Int J of Sci and Math Educ

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“…Few studies have focused on preservice teachers' views of the PNM (De Jong, Van Driel, & Verloop, 2005;Kokkotas, Vlachos, & Koulaidis, 1998;Murcia & Schibeci, 1999;€ Ozmen, Ayas, & Coştu, 2002;Valanides, 2000aValanides, , 2000b. The number of direct studies on in-service teachers' views is even lower (Bindernagel & Eilks, 2009;Eilks, 2013Eilks, , 2015Papageorgiou, Stamovlasis & Johnson, 2010). Worrying research results show that in-service teachers have similar and alternative concept with respect to those of students and teacher students (Eilks, 2013(Eilks, , 2015Papageorgiou et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Nakhleh (1992) reported empirical results showing that over half of the students from junior high school to the university level perceived matter as continuous. In addition, several research studies on preservice teachers' conceptions of the PNM have demonstrated that teachers' difficulties regarding this topic are similar to those displayed by middle and high school students (Banda, Mumba, Chabalengula, & Mbewe, 2011;Haidar, 1997;Papageorgiou et al, 2010;Valanides, 2000aValanides, , 2000b. Particularly, it seems as if the kinetic gas theory-the model of billiard-ball-like entities in empty space (vacuum)-is hard to accept (Nussbaum, 1985).…”

Section: Introductionmentioning

confidence: 99%

Secondary school science teachers' arguments for the particulate nature of matter

et al. 2017

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How do secondary school science teachers justify the model of a particulate nature of matter, and how do the arguments they use relate to historical arguments? To find out, we individually interviewed 11 in‐service secondary school science teachers (certified to teach chemistry and/or physics in secondary school, and with 2 to 30 years of teaching experience) regarding their arguments for the particulate nature of matter and experiments that could demonstrate the existence of particles. The collected data were qualitatively analyzed. Three qualitatively different categories of arguments could be constructed from data: philosophical arguments, indirect experimental arguments, and direct experimental arguments. The indirect experimental arguments which is the largest category could be further divided into qualitatively different subcategories: nonspecific research and experiments, and chemical, physical, and subatomic experiments. Even though several experiments and arguments were suggested by the informants in our study, the arguments regarding the validity of the experiments were quite uncertain and vague. The experiments and arguments were used to corroborate the particulate nature of matter and taken for granted in advance rather than used to justify a model with particles. The outcome was discussed in relation to scientific arguments and experiments and in view of results from previous science education research. Based on our data, teacher education and in‐service teacher training, as well as teacher guides, were suggested to be more elaborate regarding contemporary knowledge, with direct experimental evidence for the particulate nature of matter being presented.

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“…Pupils' responses were collected by an open-ended questionnaire composed by selecting items utilized in a number of related research studies (Johnson, 1998a, b, c;Papageorgiou, Stamovlasis, & Johnson, 2010). A pilot study followed by interviews was carried out to correct possible communication deficiencies of the test, and to enhance the anticipated research validity.…”

Section: Tasks On Boiling and Evaporationmentioning

confidence: 99%

Mental representations of 12 year-old children about boiling and evaporation: A probabilistic association with convergent and divergent thinking

Tsikalas

Stamovlasis

Papageorgiou

2014

Ppej

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Summary. Students' understanding of physical phenomena is determined by their relevant representations, which are very crucial for science education. Since these representations are often incompatible with the scientific view, their functional role in the learning processes has been the main interest of a plethora of research work over the last decades. In the present research students' representations for boiling and evaporation are investigated and an attempt is made to correlate them with two cognitive variables, which have been shown to be involved in mental processes of learning science, namely convergent and divergent thinking. The study took place with the participation of 375 sixth-grade elementary school pupils (aged 11-12). Methodologically the ordinal logistic regression was implemented to correlate the categorical-type dependent variable with scale-type independent predictors. The results show that both convergent and divergent thinking are significantly associated with pupils' sufficient responses. Interpretation of the results and implications for science education are discussed.

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Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in‐service training course

Cited by 32 publications

References 61 publications

A Probabilistic Model for Students’ Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

A Probabilistic Model for Students’ Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

Secondary school science teachers' arguments for the particulate nature of matter

Mental representations of 12 year-old children about boiling and evaporation: A probabilistic association with convergent and divergent thinking

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