A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter

Haidar, Abdullateef H.; Abraham, Michael R.

doi:10.1002/tea.3660281004

Cited by 144 publications

(91 citation statements)

References 17 publications

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“…Although atomic and molecular structures and behaviours explain a plethora of chemical and lot of physical phenomena, students have difficulties understanding many concepts related to gases, liquids and solids (Krnel et al, 1998;Mullet and Gervais, 1990;Lee et al, 1993;BouJaoude, 1991;Domenech et al, 1993;Novick and Nussbaum, 1978;Benson et al, 1993;Krnel, 1994;Pereira and Pestana, 1991) and quantum concepts (Styer, 1996;Petri and Niedderer, 1998;Griffiths and Preston, 1992). For example, some drawings of high-school students show different forms of particles for different states of matter: gas molecules are round, molecules of liquids have irregular forms, molecules of solids are shown as cubes (Haidar andAbraham, 1991, cited by Krnel et al, 1998). Other studies have shown misconceptions of high school students related to the shape, size, weight, and animism of atoms (Griffiths and Preston, 1992).…”

Section: Coverage Of Conceptsmentioning

confidence: 99%

Science learning in virtual environments: a descriptive study

Trindade

Fiolhais

Almeida

2002

Brit J Educational Tech

152

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Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three-dimensional (3-D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer-based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3-D virtual environments need to be explored and evaluated in science education, we have created a virtual environment (Virtual Water) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3-D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3-D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures.

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Section: Coverage Of Conceptsmentioning

confidence: 99%

Science learning in virtual environments: a descriptive study

Trindade

Fiolhais

Almeida

2002

Brit J Educational Tech

152

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“…To adapt this categorization scheme to the alternative conceptions and misconceptions research, researchers added more categories. For example, Haidar and Abraham (1991) added alternative conceptions. Earlier, Renner, Brumby, and Shepherd (1981) added specific misconception.…”

Section: Scoringmentioning

confidence: 99%

Prospective chemistry teachers' conceptions of the conservation of matter and related concepts

Haidar¹

1997

J. Res. Sci. Teach.

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This study investigated the quality and extent of understanding of certain well-known theoretical concepts which prospective teachers of chemistry in Yemen possess. In addition to the concepts of the conservation of atoms and mass, and the mole, the concepts of atomic mass and balancing chemical equations were chosen for this study. An instrument was built first, then administered to 173 junior and senior prospective chemistry teachers. The results showed that the prospective teachers' understandings of most of the concepts ranged from a partial understanding with specific misconception to no understanding. Only on balancing chemical equations did the prospective teachers show good understanding. The results showed that most prospective teachers depended on mere memorization of the concepts without meaningful understanding. It also found that the prospective teachers' knowledge about the concepts was fragmented and not correlated. The study attributed the prospective teachers' misconceptions to defective instruction. Finally, the study concluded that more effective teaching methods are needed to ensure a sound understanding of these concepts.

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“…A review of the literature shows that many students solve chemistry problems using algorithmic strategies and do not understand the chemical concepts on which the problems are based (cf. Abraham et al, 1992;Ben-Zvi et al, 1986;BouJaoude, 1992;Gabel et al, 1984;Garnett & Treagust, 1992;Griffiths & Preston, 1992;Haidar & Abraham, 1991;Hesse & Anderson, 1992;Linn & Songer, 1991;Mitchell & Kellington, 1982;Niaz & Robinson, 1992, 1993Novick & Nussbaum, 1978;Schmidt, 1992).…”

Section: Difference Between Algorithmic and Conceptual Problemsmentioning

confidence: 99%

Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A lakatosian interpretation

Níaz

1995

Science Education

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The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what the history of science refers to as progressive “problemshifts” that increase the explanatory/heuristic power of the models. Results obtained show the considerable difference in student performance on chemistry problems (mol, gases, solutions, and photoelectric effect) that require algorithmic or conceptual understanding. The difference between student performance on algorithmic and conceptual problems can be interpreted as a process of progressive transitions (models) that facilitate different degrees of explanatory power to student conceptual understanding. A parallel is drawn between the methodology of idealization (simplifying assumptions) used by scientists and the construction of strategies (models) used by students to facilitate conceptual understanding. A major educational implication of this study is that the relationship between algorithmic and conceptual problems is not dichotomous, but rather characterized by a continuum that consists of sequences of models that facilitate greater conceptual understanding. This reconstruction of student strategies to solve problems (progressive transitions) can provide the teacher a framework to anticipate as to how student understanding could develop from being entirely algorithmic to conceptual. © 1995 John Wiley & Sons, Inc.

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A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter

Cited by 144 publications

References 17 publications

Science learning in virtual environments: a descriptive study

Science learning in virtual environments: a descriptive study

Prospective chemistry teachers' conceptions of the conservation of matter and related concepts

Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A lakatosian interpretation

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