Students’ Conceptions of Ionisation Energy: A Cross‐cultural Study

Tan, Kim Chwee Daniel; Taber, Keith S.; Liu, Xiufeng; Coll, Richard K.; Lorenzo, Mercedes; Li, Jia; Goh, Ngoh Khang; Chia, Lian Sai

doi:10.1080/09500690701385258

Cited by 32 publications

(25 citation statements)

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“…The initial investigation of student preconceptions regarding volleyball defensive tactics revealed the common erroneous student preconceptions, as they were shaped by their experience and exposure to the popular cultural forms of sports (Brooker et al, 2000;Kirk & MacPhail, 2002). If a study on a larger scale confirmed the commonality of student preconceptions -as is exhibited in several science content areas (Driver, 1989;Sjoberg, 2010;Tan et al, 2008;Vosniadou & Brewer, 1987)-, that could pose serious implications for the teaching of game tactics and could outline new research directions.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, since student preconceptions constitute the supportive framework upon which all future learning is based (Driver, 1989;Millar, 1989;Vosniadou & Mason, 2012), their investigation entails serious implications to both teaching and learning. A fortunate finding is the commonality that student preconceptions exhibit in several science content areas (Driver, 1989;Sjoberg, 2010;Tan et al, 2008;Vosniadou & Brewer, 1987).…”

Section: Inducing Cognitive Conflict and The Role Of Student Preconcementioning

confidence: 99%

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Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Mastrogiannis¹,

Antoniou²,

Sotiriou³

et al. 2017

JPESM

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The aim of the study was the integration of the teaching strategy of inducing cognitive conflict in the context of the tactical approach of TGfU (Teaching Games for Understanding) to teaching game tactics in PE and the comparison of its effectiveness to the dominant pedagogical model of the technical approach. 140 8th grade students from all public schools of Mytilene, Greece, participated in the study. Two 45-minute teaching interventions were realized, whereas students completed a previously validated volleyball tactics questionnaire on a pretest and posttest basis. While no statistically significant improvement was exhibited in both the control group and the typical teaching strategy group, results recorded statistically significant increase in the adoption of the accepted tactics conceptions in the discipline by students involved in the constructivist orientation intervention. The study confirmed that students' active cognitive engagement in the construction of their knowledge constitutes a more effective teaching strategy than the typical teaching strategy of demonstration, explanation and practice, which perceives learning as a reproductive process. Moreover, the consideration of student preconceptions in the formulation of the appropriate questions for inducing cognitive conflict provides a promising teaching proposal in the context of the dialectical methodology of the tactical approach of TGfU.

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Section: Discussionmentioning

confidence: 99%

Section: Inducing Cognitive Conflict and The Role Of Student Preconcementioning

confidence: 99%

Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Mastrogiannis¹,

Antoniou²,

Sotiriou³

et al. 2017

JPESM

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“…This can reduce the use of this AC which the literature shows has also been used by PSCT in Singapore (Tan & Taber, 2009) and pupils in the UK, Singapore, New Zealand, China, Spain and USA (Tan et al, 2008). These intervention activities offer broader improvements in the PSCT SMK as the development of the appropriate application of the electrostatics to electrons as part of these activities, applies beyond ionisation energy concepts; for example, to bonding where common descriptions of covalent bonds as 'a shared pair of electrons' disguises their electrostatic character.…”

Section: Discussionmentioning

confidence: 99%

“…The use of these ideas is replicated across continents with little variation between pupils around the world. Many students and their teachers explain variations in ionisation energy values using arguments that reveal ACs about the electrostatic properties of the electrons and nucleus of an atom, others use 'stability' as the cause without connecting this to thermodynamic factors that might support such arguments (Taber & Tan, 2007;Tan et al, 2008).…”

Section: Sck Of Ionisation Energymentioning

confidence: 99%

“…The second intervention activity: the bonfire analogy Tan et al (2008) suggest that using a bonfire analogy also helps with supporting ideas about the attraction at a particular distance between nucleus and an electron being the same regardless of the number of electrons at the same distance, by analogy with the heat experienced by people around a bonfire. The fire cannot direct the heat experienced by people according to the numbers of people at a fixed distance from it.…”

Section: First Intervention Activity: Review Of Electrostatics and Thmentioning

confidence: 99%

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Improving preservice chemistry teachers’ content knowledge through intervention activities

Wheeldon

2017

International Journal of Science Education

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The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year full-time universitybased teacher education programme. Comparison of pre-and post-test responses and discrimination differences between responses for each PSCT were used to identify the use of the AC and hence the efficacy of the intervention activities. Interviews with 14 of these PSCT allowed triangulation of the data. Findings suggest that the activities allow 71% of PSCT to identify this AC as non-scientific or become more confident in doing so. Interview data indicate that this rejection of this AC is sustained for 9 of the 11 PSCT whose test data indicated improvement. These data have implications for teacher education such that 2 hour intervention sessions can offer the opportunity for PSCT to develop their subject matter knowledge. As the accurate application of electrostatic concepts to electrons has wider application to bonding, these interventions offer PSCT more accurate chemical subject knowledge resources to draw on in their teaching. ARTICLE HISTORY

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