Abstract
The purpose of this research study is to explore year 6, 8 & 11 (13, 15 and 17 years old respectively) Turkish pupils’ views about the particulate nature of matter within the context of phase changes. About 300 pupils participated in the study. Questionnaires distributed to year 6, 8 and 11 pupils included 6-item open-ended questions about (a) arrangement and movement of particles in a solid, liquid and gas and (b) application of particulate ideas to explain phase changes. In addition to questionnaires, semi-structured interviews were carried out with pupils. Results indicated that many pupils, even older ones, had difficulties in applying the particulate theory to explain phase changes despite science teaching. The study has several implications for both teachers and curriculum designers.
Similar content being viewed by others
Notes
R indicates responses of the researcher and S indicates the responses of students in the interviews.
References
Abraham M. R., Williamson V. M., Westbrook S. L. (1994). A cross-age study of the understanding of five chemistry concepts Journal of Research in Science Teaching 31(2):147–165
Anderson J. (1976). Language, Memory and Thought. Erlbaum Associates, Hillsdale, NJ
Andersson B. (1990). Pupil’s conceptions of matter and its transformation (age 12–16). Studies in Science Education 18:53–85
Ausubel D. P. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart and Winston, New York
Bar V., Galili I. (1994). Stages of children’s views about evaporation International Journal of Science Education 16(2):157–174
Bar V., Travis A. S. (1991). Children’s views concerning phase changes Journal of Research in Science Teaching 28(4):363–382
Benson D. L., Wittrock M. C., Baur M. E. (1993). Students’ preconceptions of the nature of gases Journal of Research in Science Teaching 30(6):587–597
Briggs H., Brook A., Driver R. (1984). Aspects of Secondary Students’ Understanding of the Particulate Nature of Matter. The University of Leeds, CLISP
Bryman A., Cramer D. (1997). Quantitative Data Analysis with SPSS for Windows: A Guide for Social Scientists. Routledge, London & New York
De Vos W., Verdonk A.H. (1996) The particulate nature of matter in science education and in science Journal of Research in Science Teaching 33(6):657–664
Driver R., Guesne E., Tiberghien A. (1985). Children’s Ideas in Science. Open University Press, Milton Keynes
Driver R., Guesne E., Tiberghien A., Driver R., Squires A., Rushworth P., Wood-Robinson V. (1994). Making Sense of Secondary Science: Research into Children’s Ideas. Routledge, London and New York
Driver R., Oldham V. (1986). A constructivist approach to curriculum development in science Studies in Science Education 13:105–122
Gabel D.L., Hunn D., Samuel K.V. (1987). Understanding the particulate nature of matter. Journal of Chemical Education 64(8):695–697
Gilbert J. K., Osborne R. J., Fensham P. J. (1982). Children’s science and its consequences for teaching Science Education 66(4):623–633
Griffiths A. K., Preston K. R. (1992). Grade 12 students’ misconceptions relating to fundamental characteristics of atoms and molecules Journal of Research in Science Teaching 29(6):611–628
Haidar A. H., Abraham M. R. (1991). A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter Journal of Research in Science Teaching 28(10):919–938
Harrison A. G., Treagust D. F. (1996). Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry Science Education 80(5):509–534
Kokkotas P., Koulaidis V., Viachos I. (1998). Teaching the topic of the particulate nature of matter in prospective teachers training courses International Journal of Science Education 20(3):291–303
Lee O., Eichinger D., Anderson C. W., Berkheimer G. D., Blakeslee T. D. (1993). Changing middle school students’ conceptions of matter and molecules Journal of Research in Science Teaching 30(3):249–270
Nakhleh M. B., Samarapungavan A. (1999). Elementary school children’s beliefs about matter Journal of Research in Science Teaching 36(7):777–805
Novick S., Nussbaum J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study Science education 62:273–281
Novick S., Nussbaum J. (1981). Pupils’ understanding of particulate nature of matter: A cross-age study Science Education 65(2):187–196
Pereira M. P., Pestana M. E. M. (1991). Pupils’ representations of models of water. International Journal of Science Education 13(3):313–319
Tuncer, Y. (2001). Pupils’ Understanding of Phase Changes: Unpublished EdD Project, University of Warwick, United Kingdom
Valanides N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving Chemistry Education: Research and Practice in Europe 1:249–262
Wiser, M. (1994). Students’ early models of the structure of matter. Paper presented at the American Education Research Association (AERA) Meeting, New Orleans, LA
Acknowledgements
Part of this study was from the author’s Doctorate of Education study at the University of Warwick. I wish to thank my supervisor Dr. George Raper for his help and support.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Boz, Y. Turkish Pupils’ Conceptions of the Particulate Nature of Matter. J Sci Educ Technol 15, 203–213 (2006). https://doi.org/10.1007/s10956-006-9003-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-006-9003-9