Identification of the Understanding of the States of Matter of Water and Air Among Slovenian Students Aged 12, 14 and 16 Years Through Solving Authentic Tasks

Abstract

The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers’ lesson planning. Keywords: authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level.

Fourteen-Year-Old Students' Misconceptions Regarding the Sub-Micro and Symbolic Levels of Specific Chemical Concepts

“…A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students' misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5%) In chemistry teaching, the integration of the triple nature of chemical concepts and the use of diverse educational materials and teaching approaches are essential for the adequate development of mental models of chemical concepts, which also affect problem-solving abilities (Slapničar et al, 2015, Slapničar, Devetak, Glažar, & Pavlin, 2017. Students successfully solve chemical problems when they can simultaneously and properly associate all three levels of chemical concepts (Taber, 2013).…”

“…Such representations, also called sub-microrepresentations (SMRs), used as 2D or 3D static or dynamic aids, are analogous models of elements or compounds (Harrison & Treagust, 1998). Researchers (Bunce & Gabel, 2002;Eskilsson & Hellden, 2003;Kelly et al, 2017;Slapničar et al, 2017;Wu et al, 2001) have shown that chemical concepts are most often represented only at the symbolic level, which poses a greater possibility for students to develop misconceptions . However, students also have problems in understanding symbols derived from SMRs (de Berg, 2012;Falvo, Urban, & Suits, 2011;Johnstone, 1982;Stains & Talanquer, 2008).…”

Foundations matter: Pre-service teachers’ understanding of osmosis and diffusion in relation to their formal science education backgrounds

“…Furthermore, it should be taken into consideration that these concepts require visual representations at the molecular (submicroscopic) level, as already highlighted previously (She, 2004;Tomažič & Vidic, 2012). Making good visual representations is a significant challenge for teachers because inaccurate images can often be the source of misconceptions (Slapničar et al, 2017;Torkar et al, 2018). The task with an aqueous solution containing salt molecules offered better insight into the students' understanding of processes at the molecular level and their abilities to draw representations of the process.…”

AR Module for Learning Changes of Matter in Chemistry

“…[30], [6] described STEM as a "pedagogical applications based on design and engineering technology for teaching content and practice in science and mathematics education" p. 645. The need to engage a student-driven learning where learners can implement knowledge of content into real-life practices is critical to STEM learning approach [31], [16]. This can help towards realization of the 21 st century aspirations [32], [27], [28].…”

“…Chemistry is a science subject that is a component of Science Technology Engineering and Mathematics (STEM) has received different perceptions by students on the learning difficulty due to several factors associated with the visualization of chemical phenomena [34]. The difficulty involves learners' inability to create a mental picture of chemical entities and processes at the sub-microscopic level [12], [31], [32].…”