Pupils' understanding of combustion

Prieto, Teresa; Watson, Rod; Dillon, Justin

doi:10.1007/bf02356913

Cited by 28 publications

(34 citation statements)

References 5 publications

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“…This study builds on a study reported earlier (Prieto et al, 1992), by reanalyzing the same data from the perspective of consistency. The first stages in the analysis are reported in the earlier study and are repeated here for clarity.…”

Section: Methodsmentioning

confidence: 97%

Consistency of students' explanations about combustion

1997

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This article reports some findings of a study of 14 -15-year-old students' ideas about combustion. Patterns of students' explanation across a range of questions are described and analyzed to gain insight into both the degree of consistency of their explanations and how this may affect the processes of conceptual change in students. Data were collected by a questionnaire survey using mainly open questions. Responses were analyzed using systemic networks. Categories from the networks were combined to produce patterns of explanations that could be considered as theories. The general characteristics of these theories, the consistency with which they were used, and implications for teaching and learning are discussed.

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Section: Methodsmentioning

confidence: 97%

Consistency of students' explanations about combustion

1997

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“…Most of the work in student conceptions of burning has taken place at middle secondary school level, where Prieto et al (1992) claim that students are in the process of making the transition from a transformation to a chemical reactions view. This study has allowed a look at what is happening with younger children, and it is interesting to match these results with those of older children, from the literature.…”

Section: Transformation Of Substancementioning

confidence: 99%

“…The conceptions identified by Sehollum and Happs (1982) and Meheut, Saltiel and Tiberghien (1985), for upper primary and secondary school students, can be seen to be mainly representative of the modification and transmutation categories. Prieto, Watson and Dillon (1992) used a modification of Andersson's scheme to make sense of pupil's (age 14-15) ideas about the process of burning. They analysed students' views on the role of oxygen and of the flame, and on the relationship of products and reactants, using the modification/transmutation/chemical reaction categories.…”

Section: Progression In Students' Understandings Of Burningmentioning

confidence: 99%

Progression in primary school children's conceptions of burning: Toward an understanding of the concept of substance

Rahayu¹,

Tytler

1999

Research in Science Education

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Children's conceptions of burning were explored through observation and discussion or a number of challenging phenomena. Analysis of written responses showed that children's conceptions are both specific and contextually based, and that there is little coherence in the use of any one conception across phenomena. Progression across the primary school years can be described, however, in terms of children's growing confidence with the idea of transformation of substances and the analysis relates this to a model based on changing commitments to the notion of substance defined by properties, rather than history. The conceptual trajectories described in the study are broadly consistent with previous studies of secondary school children.

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“…Despite the different teaching methods in the two countries, the study showed that students in both countries exhibited misconceptions about combustion, as manifested by erroneous explanations for what had happened. However, in an earlier study (Prieto, Watson, & Dillon, 1992;Watson & Prieto, 1994), it was argued that the different methods used in these two countries were significant and affected students' understanding of the topic. Ayas and Ozmen (2003) studied how students aged fifteen and sixteen comprehended the law of the conservation of mass in a closed system.…”

Section: Introductionmentioning

confidence: 99%

Misconceptions among Middle School Students Regarding the Conservation of Mass during Combustion

Basheer

Kortam

Zahran

et al. 2018

EURASIA J MATH SCI T

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This study focuses on the misconceptions of eighth-grade students in the Arab sector compared to the Jewish sector regarding the conservation of mass during combustion in a closed system and in an open system before the subject is taught, and to what extent the misconceptions change after it is taught. Students (N=195) from six heterogeneous classes were asked to fill in a ten-question questionnaire twice: once before the subject was taught and again afterwards. The findings indicated that students' understanding improved more with respect to closed systems compared with open systems; before the subject had been taught the situation was very similar for both cases. The students' explanations were based on visual arguments and showed that there was confusion concerning the effect of chemical, physical, and state of matter changes on the conservation of mass during combustion. Regarding the comparison between the conceptions of eighth-grade students in the Arab and Jewish (N=105) sectors, students in the Arab sector had better achievements in closed systems, whereas Jewish students gave more correct answers to questions in open systems. The study's findings can help middle-school students and their teachers understand that physical and chemical changes do not affect mass in a closed system, and that students should learn to distinguish between conservation of mass in open and in closed systems.

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Pupils' understanding of combustion

Cited by 28 publications

References 5 publications

Consistency of students' explanations about combustion

Consistency of students' explanations about combustion

Progression in primary school children's conceptions of burning: Toward an understanding of the concept of substance

Misconceptions among Middle School Students Regarding the Conservation of Mass during Combustion

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