Teaching and Learning About Matter in Grade 6 Classrooms: A Conceptual Change Approach

Pimthong, Pattamaporn; Yutakom, Naruemon; Roadrangka, Vantipa; Sanguanruang, Sudjid; Cowie, Bronwen; Cooper, Beverley

doi:10.1007/s10763-011-9280-5

Cited by 5 publications

(4 citation statements)

References 21 publications

(29 reference statements)

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“…These results show that concept cartoonbased instruction is more successful in teaching pre-service teachers the more specific reactions in organic chemistry, therefore having more of an effect on conceptual change compared to traditional teaching methods. This draws us to the conclusion that, as some researchers have reported, conceptual change may differ according to content (Tao and Gunstone, 1999;Havu-Nuutinen, 2005;Jonassen et al, 2005;Pımthong et al, 2012). Another important result of our study was that although alternative conceptions showed a decline in the experimental group on the post-test, there was no change in some aspects in the control group (Q.s 7 and 10) and even showed an increase in others (Q.s 9 and 13).…”

Section: Discussionsupporting

confidence: 72%

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

et al. 2021

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Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi):Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi); bilimsel ve hakemli bir dergi olarak yılda iki kez yayınlanmaktadır. Bu dergide; bilim, eğitim, sanat veya teknoloji ile ilgili özgün kuramsal çalışmalar, literatür incelemeleri, araştırma raporları, sosyal konular, kitap incelemeleri ve araştırma makaleleri yayınlanmaktadır. Dergiye yayınlanmak üzere gönderilen makalelerin daha önce yayınlanmamış veya yayınlanmak üzere herhangi bir yere gönderilmemiş olması gerekmektedir. Bu makale araştırma, öğretim ve özel çalışma amaçları için kullanılabilir. Makalelerinin içeriğinden sadece yazarlar sorumludur. Kullanılan fikir ve sanat eserleri için telif hakları düzenlemelerine riayet edilmesi gerekmektedir. Yazarlar, araştırma ve yayın etiğine uyduklarını beyan ederler. Dergi, makalelerin telif hakkına sahiptir. Yayıncı, araştırma materyalinin kullanımı ile ilgili olarak doğrudan veya dolaylı olarak ortaya çıkan herhangi bir kayıp, eylem, talep, işlem, maliyet veya zarardan sorumlu değildir.

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Section: Discussionsupporting

confidence: 72%

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

et al. 2021

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“…This situation shows that promoting conceptual change for some concepts is difficult (Campanario, 2002;Tsaparlis and Papaphotis, 2009). Also, several researchers have stated that the conceptual change process may be context dependent (Tao and Gunstone, 1999;Havu-Nuutinen, 2005;Jonassen et al, 2005;Pımthong et al, 2012). One possible reason for this is that these concepts require the application of prior knowledge.…”

Section: Discussionmentioning

confidence: 99%

The role of conceptual change texts to improve students' understanding of alkenes

Şendur

Toprak

2013

Chem. Educ. Res. Pract.

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This research aims to investigate the influence of conceptual change texts on students' understanding and misconceptions related to the subject of alkenes. For this, nine conceptual change texts were developed by considering students' misconceptions and learning difficulties regarding alkenes. The participants of this study consist of 63 second year students from the Primary Science Education Department. From the sample group, 33 students were placed in the experimental group and 30 in the control group. Before and after the study, both groups were given an Alkene Concept Test (ACT).Before instruction, a pre-test was applied to all of the students to determine students' prior knowledge and misconceptions. Afterwards, the experimental group was instructed with conceptual change texts while the control group was instructed with traditional teaching methods. Although the pre-test scores showed no statistically meaningful difference between the students of the two groups, the results of the post-test revealed that the mean scores of the students in the experimental group were significantly higher than those in the control group. In addition, students in the experimental group were better in remediating their misconceptions about alkenes. These findings suggest that conceptual change texts are effective in facilitating students' conceptual understanding of alkenes.

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“…They transfer the substantial properties and changes to the particle level (García Franco & Taber, 2009;Löfgren & Helldén, 2009). Level 4: Students are able to use a differentiated particle model to explain physical properties and changes of matter Pimthong et al, 2012). They dwell especially on the atom structure and the different interactions between atoms (Adadan, Irving, & Trundle, 2009;Smothers & Goldston, 2010;Stevens et al, 2010;Talanquer, 2009).…”

Section: Physical Properties and Changementioning

confidence: 99%

“…Thus, substances can disappear in chemical reactions and in physical changes (Mohan et al, 2009;Rahayu & Kita, 2010;Smothers & Goldston, 2010). Level 2: Students understand that substances cannot disappear and that the number of particles has to remain constant in chemical reactions or physical changes (Liu & Lesniak, 2006;Pimthong et al, 2012). Students believe that the mass of a substance depends on the position and on the aggregate state of a substance (Othman et al, 2008).…”

Section: Conservationmentioning

confidence: 99%

Framing students’ progression in understanding matter: a review of previous research

Hadenfeldt

Liu

Neumann

2014

Studies in Science Education

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This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students' conceptions of matter published in peer-reviewed journals has increased significantly. These studies investigated how students conceptualise matter, to what extent students are able to explain everyday phenomena or how students develop an understanding of matter over time. In order to understand how students progress in their understanding of matter, what they understand easily and where they have difficulties, there is a need to identify common patterns across the available studies. The first substantial review of research on students' conception was provided in the 1990s with the aim to organise students' understanding of matter into four categories: students' conceptions about (1) chemical reactions, (2) physical states and their changes, (3) atoms, molecules and particle systems and (4) conservation. The aim of this review and analysis is to identify how subsequent research on students' conceptions of matter adds to this framework. The last comprehensive review of research on students' understanding of matter was carried out in the early 2000s. Thus, we analysed studies on students' conceptions of matter published within the last decade in five peer-reviewed journals of science education. Our findings suggest that research has moved from categorising students' conceptions to analysing students' progression in understanding matter. Based on our findings, we also identified typical pathways by which students may develop over time related to the four categories identified in previous reviews. As a conclusion, we present a model describing students' progression in understanding matter which may contribute to the development of a K-12 learning progression of matter.

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Teaching and Learning About Matter in Grade 6 Classrooms: A Conceptual Change Approach

Cited by 5 publications

References 21 publications

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

Effectiveness of Concept Cartoons on Pre-service Science Teachers’ Conceptual Understandings in Organic Chemistry

The role of conceptual change texts to improve students' understanding of alkenes

Framing students’ progression in understanding matter: a review of previous research

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