STUDENTS’ CONCEPTIONS OF THE PARTICULATE NATURE OF MATTER AT SECONDARY AND TERTIARY LEVEL
Tóm tắt
Từ khóa
Tài liệu tham khảo
Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eight graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105–120.
Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding five concepts. Journal of Research in Science Teaching, 31(2), 147–165.
Anderson, B. (1986). Pupils’ explanations of some aspects of chemical reactions. Science Education, 70(5), 549–563.
Ayas, A. (2001). Students’ level of understanding of five basic chemistry concepts. Boğaziçi University Journal of Education, 18, 19–32.
Ayas, A., Çepni, S., & Akdeniz, A. R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433–440.
Ayas, A., & Demirbas, A. (1997). Turkish secondary students’ conceptions of introductory chemistry concepts. Journal of Chemical Education, 74(5), 518–521.
BauJaoude, S. B. (1991). A study of the nature of students’ understanding about the concept of burning. Journal of Research in Science Teaching, 28(8), 689–704.
Ben-Zvi, R., Eylon, B., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64–66.
Ben-Zvi, R., Eylon, B., & Silberstein, J. (1987). Students’ visualization of a chemical reaction. Education in Chemistry, 24(1), 64–66.
Bergquist, W., & Heikkinen, H. (1990). Student ideas regarding chemical equilibrium. Journal of Chemical Education, 67(12), 1000–1003.
Boo, H. K. (1998). Students’ understandings of chemical bonds and the energetic of chemical reactions. Journal of Research in Science Teaching, 35(5), 569–581.
Boo, H. K., & Watson, J. R. (2001). Progression in high school students’ (aged 16–18) conceptualizations about chemical reactions in solution. Science Education, 85, 568–585.
Bradley, J. D., & Mosimege, M. D. (1998). Misconceptions in acids and bases: A comparative study of student teachers with different chemistry backgrounds. South African Journal of Chemistry, 51, 137–147.
Çalık, M. (2005). A cross-age study of different perspectives in solution chemistry from junior to senior high school. International Journal of Science and Mathematics Education, 3, 671–696.
Çalik, M., & Ayas, A. (2008). A critical review of the development of the Turkish science curriculum. In R. K. Coll & N. Taylor (Eds.), Education in context: An international examination of the influence of context on science curricular development and implementation. Rotterdam, The Netherlands: Sense.
Coll, R. K., & Treagust, D. F. (2002a). Learners’ use of analogy and alternative conceptions for chemical bonding: A cross-age study. Australian Science Teachers’ Journal, 48(1), 24–35.
Coll, R. K., & Treagust, D. F. (2002b). Learners’ mental models of covalent bonding. Research in Science and Technological Education, 20(2), 241–268.
Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40(5), 464–886.
De Jong, O., Van Driel, J. H., & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 946–964.
De Vos, W., & Verdonk, A. H. (1996). The particulate nature of matter in science education and in science. Journal of Research in Science Education, 33(6), 657–664.
Gabel, D. L. (1993). Use of the particle nature of matter in developing conceptual understanding. Journal of Chemical Education, 70(3), 193–194.
Gabel, D. L., & Bunce, D. M. (1994). Research on problem solving: Chemistry. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 301–326). New York: McMillan.
Gabel, D. L., Samuel, K. V., & Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695–697.
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.
Hackling, M. W., & Garnett, P. J. (1986). Chemical equilibrium: Learning difficulties and teaching strategies. The Australian Science Teachers Journal, 31(4), 8–13.
Haidar, A. H. (1997). Prospective chemistry teachers’ conceptions of the conservation of matter and related concepts. Journal of Research in Science Teaching, 34(2), 181–197.
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, 919–938.
Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352–381.
Hesse, J. J., & Anderson, C. W. (1992). Students’ conceptions of chemical change. Journal of Research in Science Teaching, 29(3), 277–299.
Hewson, P. W., & Hewson, M. G. (1984). The role of the conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1–13.
Huddle, P. A., & Pillay, A. E. (1996). An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African University. Journal of Research in Science Teaching, 33(1), 65–77.
Lee, O., Eichinger, D. C., 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.
Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th ed.). Englewood Cliffs, NJ: Merrill.
Nakhleh, M. B. (1992). Why some students don’t learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191–196.
Nakhleh, M. B., & Krajcik, J. S. (1994). Influence of levels of information as presented by different technologies on students’ understanding of acid, base and pH concepts. Journal of Research in Science Teaching, 31(10), 1077–1096.
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 students’ understanding of particulate nature of matter: An interview study. Science Education, 62(3), 273–281.
Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of particulate nature of matter: A cross-age study. Science Education, 65(2), 187–196.
Nussbaum, J. (1985). The particulate nature of matter in the gaseous phase. In R. Driver, E. Guesne & A. Tiberghien (Eds.), Children’s ideas in science (pp. 124–144). Milton Keynes, UK: Open University Press.
Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of the state of water. Journal of Research in Science Teaching, 20, 825–838.
Özmen, H., & Ayas, A. (2003). Students’ difficulties in understanding of the conservation of matter in open and closed-system chemical reactions. Chemistry Education: Research and Practice, 4(3), 279–290.
Özmen, H., Ayas, A., & Coştu, B. (2002). Determination of the science student teachers’ understanding level and misunderstandings about the particulate nature of matter. Educational Sciences: Theory & Practice, 2(2), 507–529.
Palmer, D. H. (1999). Exploring the link between students’ scientific and nonscientific conceptions. Science Education, 83, 639–653.
Papageorgiou, G., & Sakka, D. (2000). Primary school teachers’ views of fundamental chemical concepts. Chemistry Education: Research and Practice in Europe, 1(2), 237–247.
Peterson, R., & Treagust, D. (1989). Development of application of a diagnostic instrument to evaluate grade-11 and 12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in science Teaching, 26(4), 301–314.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory f conceptual change. Science Education, 66(2), 211–217.
Renström, L., Andersson, B., & Marton, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82(3), 555–569.
Schmidt, H. J. (1997). Students’ misconceptions: Looking for a pattern. Science Education, 81, 123–135.
Sisovic, D., & Bojovic, S. (2000). Approaching the concepts of acids and bases by cooperative learning. Chemistry Education: Research and Practice in Europe, 1(2), 263–275.
Snir, J., Smith, C. L., & Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87, 794–830.
Stavy, R. (1988). Children’s conception of gas. International Journal of Science Education, 10(5), 553–560.
Taber, K. S. (1994). Misunderstanding the ionic bond. Education in Chemistry, 31(4), 100–103.
Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597–608.
Taber, K. S., & Coll, R. K. (2002). Bonding. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 213–234). Dordrecht, The Netherlands: Kluwer.
Tan, K. C. D., & Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75–84.
Tobin, K., & Gallagher, J. J. (1987). The role of target students in the science classrooms. Journal of Research in Science Teaching, 24(1), 61–75.
Tobin, K., & Garnett, P. (1988). Exemplary practice in science classrooms. Science Education, 72(2), 197–208.
Tsai, C.-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A study of an analogy activity. Journal of Science Education and Technology, 8(1), 83–91.
Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practice, 1(2), 249–262.
van Driel, J. H. (2002). Students’ corpuscular conceptions in the context of chemical equilibrium and chemical kinetics. Chemistry Education: Research and Practice in Europe, 3(2), 201–213.
Voska, K. W., & Heikkinen, H. W. (1996). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2), 160–176.
Westbrook, S. L., & Marek, E. A. (1991). A cross-age study of student understanding of the concept of diffusion. Journal of Research in Science Teaching, 28(8), 649–660.
White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer.