Abstract
developed. Students’ achievements and the percentages of misconceptions were compared between experimental groups taught using web-based learning material (WBLM) used as homework after conventional teaching at school (EG1), and at school settings (EG2) with the control group (CG) taught with the teacher-centred approach. The results indicated that WBLM has potential in teaching since EG1 and EG2 students had higher achievements than CG students did on tests of knowledge. Appropriate statistical procedures were used to control the effects of students’ verbal and non-verbal intelligence, as well as their prior knowledge regarding the Particulate Nature of Matter. Certain misconceptions were also revealed in all groups of students, mostly related to transferring macroscopic properties to submicroscopic particles.
Highlights
The idea behind this research stems from the difficulties regarding the understanding of the particulate nature of matter (PNM) noted at the secondary school level, and at the university level with chemistry and physics students
The results indicated that web-based learning material (WBLM) has potential in teaching since EG1 and EG2 students had higher achievements than control group (CG) students did on tests of knowledge
Findings from Slapničar, Devetak, Glažar, and Pavlin (2017) suggest that there was no significant difference between the most common misconceptions held by different age groups (12, 14, and 16-year-old students) regarding states of matter with respect to water and air
Summary
The idea behind this research stems from the difficulties regarding the understanding of the particulate nature of matter (PNM) noted at the secondary school level, and at the university level with chemistry and physics students. These concepts are taught at the primary school level within Physics and Chemistry, so the new e-learning material Structure and States of Matter, containing macroscopic and submicroscopic levels of representation, was introduced at the 8th grade primary school level. Chemical knowledge comprises ‘at least three levels’, different but interconnected: macroscopic (observable), submicroscopic (molecular), and representation (symbolic) (Johnstone, 1982; as cited in Taber, 2013). In addition to the three levels introduced by Johnstone (1982, 1993), Meijer, Bulte, and Pilot (2009) introduced the concept of the meso-level, placed between the submicroscopic and macroscopic, with particle sizes between 10-1 and 10-7 m
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