NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
What Do Middle and High School Students Know about the Particulate Nature of Matter after Instruction? Implications for Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Aydeniz, Mehmet; Kotowski, Erin Leigh – School Science and Mathematics, 2012
This study explores middle and high school students' understanding of the particulate nature of matter after they were taught the concept. A total of 87 students (41 high school and 46 middle school) participated in the study. Findings suggest that students held misconceptions about the law of conservation of matter, chemical composition of matter…
Descriptors: Chemistry, Science Teachers, Pedagogical Content Knowledge, Misconceptions
Questions and Conjectures Concerning Models, Misconceptions, and Spatial Ability.
Peer reviewed Peer reviewed
Dyche, Steven; And Others – School Science and Mathematics, 1993
Raises questions regarding what students are perceiving when concrete models are used to represent abstract scientific concepts. Discussion of several exploratory investigations on the role of models in science teaching is presented in three areas: (1) interactions with students; (2) effectiveness of models; and (3) spatial ability and models.…
Descriptors: Atomic Structure, Cognitive Development, Concept Formation, Elementary Secondary Education
Modelling in Science Lessons: Are There Better Ways To Learn with Models?
Peer reviewed Peer reviewed
Harrison, Allan G.; Treagust, David F. – School Science and Mathematics, 1998
Describes a conceptual typology of models to help teachers select models appropriate to the cognitive ability of their students. Presents an example of how the systematic presentation of analogical models enhanced an 11th-grade chemistry student's understanding of atoms and molecules. Makes recommendations for teachers. Contains 28 references.…
Descriptors: Chemistry, Constructivism (Learning), Elementary Secondary Education, Foreign Countries