Pupils' Pressure Models and their Implications for Instruction

Καριώτογλου, Πέτρος; Psillos, Dimitris

doi:10.1080/0263514930110109

Cited by 35 publications

(21 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The few students who did consider pressure in other directions associated it with movement. Similar results have been reported by Champagne, Klopfer, and Chaiklin (1984), Kariotoglou and Psillos (1993), and Scott (1993).…”

Section: Research Backgroundsupporting

confidence: 91%

Why does it go up? The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon

Raghavan

Sartoris

Glaser

1998

J. Res. Sci. Teach.

View full text Add to dashboard Cite

The Model-Assisted Reasoning in Science (MARS) project created a model-centered, computer-supported sixth-grade science curriculum organized around the theme balance of forces. To help monitor effectiveness during implementation in a public middle school, individual student interviews were conducted after each of the curriculum's three sections. In each interview, students were asked to explain why a helium balloon floats up. This article describes an analysis of student responses to the balloon question and what it reveals about the impact of the curriculum. The article begins with an overview of research on children's ideas about floating and sinking. Following a description of MARS instruction, procedures used to analyze responses to the balloon question are described, and results of the analysis are presented and discussed. The article concludes by examining implications for science education. J Res Sci Teach 35: 547-567, 1998.Suppose you have two identical balloons, both inflated and tied. One is filled with helium. The other contains an equal amount of air. If you hold them at the same height and release them at the same time, what will happen? Why?The value of the balloon question is that, although it is easy to grasp and involves a familiar, real-world phenomenon, it can be used to elicit understanding of a variety of concepts including volume, mass, density, weight, gravitational force, buoyancy, balance of forces, and floating and sinking. Moreover, pertinent follow-up questions can get at students' ideas about relationships between concepts. Students who say the helium balloon rises because it is lighter than the air balloon can be asked, "How can one balloon be lighter if they are both the same size?" or "Why does being lighter make the balloon go up?" An item such as the balloon question can be asked before, during, and after a course of study to trace the development of student conceptions throughout instruction.The balloon question is one of the assessment tools used to monitor the effectiveness of a sixth-grade science curriculum created by the Model-Assisted Reasoning in Science (MARS) project. MARS designs and investigates instruction in which students use interactive computer JOURNAL

show abstract

Section: Research Backgroundsupporting

confidence: 91%

Why does it go up? The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon

Raghavan

Sartoris

Glaser

1998

J. Res. Sci. Teach.

View full text Add to dashboard Cite

show abstract

“…Students do not usually intuitively understand the ratio aspect of science concepts (Kariotoglou and Psillos 1993). In addition to problems with conceptual knowledge of the science concepts themselves, there are also common difficulties in procedural knowledge related to proportional reasoning.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices

Dawkins

Dickerson

McKinney

et al. 2008

The Clearing House: A Journal of Educational Strategies, Issues

View full text Add to dashboard Cite

Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the authors identified preservice teachers' content understandings regarding density and how those understandings influenced their teaching practices. The results indicated that, although teacher candidates had developed reasonable, intuitive understandings of density, many experienced difficulty connecting those understandings to the mathematical relationships involved. Therefore, university science educators must carefully examine the levels at which their students understand density so that these future educators have the necessary conceptual knowledge to teach this concept effectively.

show abstract

“…Ayrıca üç aşamalı testlerde, üçüncü aşama soruları ile öğrencilerin önceki ilk iki aşamaya verdikleri cevaplardan emin olup olmadığı belirlenebilmektedir. Böylece, öğrencilerin testteki sorulara verdikleri doğru cevaplar ve kavram yanılgısı cevapları hakkında daha kesin yargılara ulaşmak mümkün olmaktadır (Hasan, Bagayoko & Kelly, 1999 Gönen, 2008;Gunstone & Mitchell, 2005;Günaydın, 2010;Kariotoglou & Psillos, 1993;Kariotoglou, Koumaras & Psillos, 1995;Koray & Tatar, 2003;Madanoğlu, 2015;Meriç, 2014;Önen, 2005;Pastırmacı, 2011;Sere, 1982;Şahin & Çepni, 2011;Tytler, 1998;Yerer & Armağan, 2015;Yıldız, 2008) …”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

“Kuvvet ve Enerji” Ünitesine Yönelik Üç Aşamalı Kavramsal Anlama Testi Geliştirme Çalışması

Özden¹,

Yenice²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

View full text Add to dashboard Cite

-The aim of this study was to develop a valid and reliable three-tier conceptual understanding test aimed to determine middle school students' conceptual understanding towards "Force and Energy" unit. The developed test was applied to 280 students who are studying in 7 th grade of three middle schools located in the central province of Aydın. The three-tier test consisting of a total of 96 questions was used in the study. Expert opinion was consulted for content and face validity of the test. Furthermore, false positive and false negative score ratios were calculated for construct validity. In addition, statistical analyses were performed for construct validity; Kuder Richardson coefficient of test was calculated as .86. To perform item analysis, the top 27 % of the students and the bottom 27 % of the students were determined. The results of the analyzes revealed that the item difficulty values ranged between .17 and .69 and the item discriminability values were above .30. At the end of the study, a valid and reliable conceptual understanding test for the "Force and Energy" unit was developed.

show abstract

Pupils' Pressure Models and their Implications for Instruction

Cited by 35 publications

References 7 publications

Why does it go up? The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon

Why does it go up? The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon

Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices

“Kuvvet ve Enerji” Ünitesine Yönelik Üç Aşamalı Kavramsal Anlama Testi Geliştirme Çalışması

Contact Info

Product

Resources

About