Particulate Nature Of Matter Research Articles

THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. Keywords: cooperative learning, individual learning, pedagogical-analogical models, solution chemistry, particulate nature of matter.

Proteingo: Motivation, user experience, and learning of molecular interactions in biological complexes

Lately, numerous works have characterized the effectiveness of games in the process of learning. Benefits such as pleasure, stimulation, creativity, and enthusiasm have captivated people’s interest in science through interactive games. Hence, many games for teaching subjects in biochemistry have been developed. However, understanding molecular interactions in proteins can still be a difficult task for students in biochemistry classes. One of the main issues reported by them is the fact they cannot visually see an interaction that happens between proteins. More specifically, the atomic structure, the particulate nature of matter, the molecule, and the chemical interactions are considered abstract concepts by teachers and students. In this paper, we present the conception, development, and evaluation of Proteingo: a game created to build a crowdsourced database of protein-protein interactions. An experiment was conducted during the X-meeting 2016 Congress in Brazil, where 27 users played the Proteingo game. The development of the players along the plays, together with the answers of a post-test questionnaire, give substantial evidence of user’s incidental learning of chemical interactions through the Proteingo game. Also, 96.3% of the players consider the use of the game in classrooms as a didactic-pedagogical resource. Proteingo is available at http://bioinfo.dcc.ufmg.br/proteingo/.

Chemistry Modelling Skills: Students’ Understanding on Chemical Representations at the Microscopic Level

The purpose of this paper is to investigate students’ understanding on the fourth hierarchy of the chemistry modelling skills; understanding on chemical representations. The sample in this study involved 100 Form Four Malaysian school students. The Chemistry Modelling Skills Test (CMST) was used as the instrument in this study. The CMST was specifically designed by the authors to measure chemistry modelling skills in Malaysia. Data obtained from the test were analyzed using qualitative approach. The findings showed that, no students were exhibit a scientific understanding in balancing chemical equation using microscopic drawing. The majority of the students showed a non-scientific understanding and only a small number of students exhibited no understanding. Based on students’ drawings, this paper found four learning difficulties faced by students in understanding chemical representations at the microscopic level. The learning difficulties was resulted from lack understanding in the chemistry concepts namely the conservation of mass, the concept of atom, the particulate nature of matter and chemical reactions. The learning difficulties identified from this study would be used as references in developing the learning module for chemistry modelling skills.

Exploring Pre-Service Elementary Science Teachers’ Conceptual Understanding of Particulate Nature of Matter through Three-Tier Diagnostic Test

The purpose of this study was to explore Pre-service Elementary Science Teachers‟ (PSTs) conceptual understanding of Particulate Nature of Matter (PNM) through a three-tier diagnostic test. Participants were 215 PSTs from Turkey. Data consisted of participants‟ responses to the Particulate Nature of Matter Test (PNMT). The PNMT consists of three-tier items. Students were asked to choose the correct choice in the first tier, and then to justify their choice of the answer provided in the second tier. Finally, they were asked to indicate the confidence level of their responses in the third tier. Results showed that the PSTs were not competent in their understanding of the PNM concepts. Moreover, some had strongly held misconceptions. Finally, the PSTs struggled to provide coherent answers to the items on the PNMT across three tiers.

On the transformation of research on teaching and learning about the sub-micro world in chemistry education into feasable classroom practice

Along two cases, this paper provides insights into the relationship between empirical research in chemistry education and innovations in classroom practices. The example is teaching and learning about the particulate nature of matter. The paper describes the need for innovation in chemistry classrooms justified by a study based on 28 interviews with experienced chemistry teachers. These interviews covered the teachers’ personal practices for how to deal with sub-microscopic concepts in lower secondary school chemistry education. The study revealed that the teaching approaches operated by the teachers in Germany often represent inconsistencies in both teachers’ knowledge base and PCK. This paper then contrasts the results with insights into a 15-year classroom innovation and continuous professional development project based on Participatory Action Research in which a group of teachers accompanied by university educators developed an alternative approach for dealing with sub-microscopic concepts. This approach is characterized by a coherent curricular structure for dealing with the particulate nature of matter, atomic structure and bonding theory during the whole course of lower secondary chemistry classes.

Misconceptions about the particulate structure of science teacher candidates

The aim of this study is to determine preservice science teachers’ misconceptions related particulate nature of matter. For this purpose misconceptions evaluation tool about particulate nature of matter was prepared 118 preservice science teachers who 48 of them first grade and 70 of them fourth grade was applied. The findings show that preservice science teachers’ misconceptions about the atomic structure is more than the other concepts. Misconception related to the concept of element is minimum. Also there is no significant differences between the first and fourth grade in the misconceptions measurement tool about particulate nature of matter.

Using Interlocking Toy Building Blocks To Assess Conceptual Understanding In Chemistry

A current emphasis on teaching conceptual chemistry via the particulate nature of matter has led to the need for new, effective ways to assess students’ conceptual understanding of this view of chemistry. This article provides a simple, inexpensive way to use interlocking toy building blocks (e.g., LEGOs) in both formative and summative assessments for this purpose.

Effect of Computer Simulations at the Particulate and Macroscopic Levels on Students’ Understanding of the Particulate Nature of Matter

Computer-based simulations can help students visualize chemical representations and understand chemistry concepts, but simulations at different levels of representation may vary in effectiveness on student learning. This study investigated the influence of computer activities that simulate chemical reactions at different levels of representation in students’ conceptual understanding of the particulate nature of matter (PNM). The participants included 170 second semester general chemistry students and were divided into two groups: one interacting with computer simulations at the particulate level and one at the macroscopic level. Students’ understanding of the PNM was measured using the Particulate Nature of Matter Assessment. In addition, factor analysis was performed to detect latent concepts in the instrument. Results showed that dynamic simulations at the particulate level helped students understand the PNM in chemistry involving particle motion.

The complexity of teaching density in middle school

Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual system.Purpose: This study assessed post-instructional understanding of different aspects of density in a sample of seventh grade students, examined the effectiveness of the multi-dimensional approach in teaching density, investigated the relations between prior student characteristics and their post-instructional understanding, and investigated if the concept of density develops as part of a conceptual system.Program description: In the first part of the study, student understanding of density was assessed in regular classrooms. In the second part, the investigator and a science teacher co-taught the density unit over a two-week period emphasizing relations between density, mass, volume, part-whole relations, and a scientific particulate conception of matter. A conceptual change approach was used which emphasized multiple representations of knowledge and the use of analogies.Sample: The sample in regular classes consisted of 1645 seventh graders in 51 schools in the West Bank, Palestine. The intervention group consisted of 29 students in one school.Design and methods: The post-instructional understanding of density in 51 regularly taught classrooms was assessed in the first part of the study using a pencil-and paper test. In the second part, a pre-test was used with the intervention group. Students in both parts of the study took the same post-test. Descriptive statistics were calculated to describe student performance. Comparison between pre-test and post-test performance of students in the intervention group was conducted using t-test and ANOVA. Correlations between pre-test sub-scores and post-test scores for students in the intervention class also were calculated. X2 was used to test for co-development of the density concept and other concepts using the different items of the post-test for all groups.Results: Student understanding of density was found poor after instruction, while the intervention had a moderate effect on understanding. Students who started with a basic understanding of some aspects of density gained more from the intervention. The density concept co-developed with the concept of volume and a particulate conception of matter.Conclusions: Teaching density as part of a conceptual system helps promote understanding of the concept. This requires the continuous development and refinement of a learning progression of density, volume, and the particulate nature of matter on the one hand, and an in-depth treatment while teaching the concept on the other hand.

Examination of visuals about the particulate nature of matter in Turkish middle school science textbooks

Textbooks are one of the primary teaching tools frequently used in schools and most teachers use them in their classrooms (Sanchez and Valcarcel, 1999). Since there are a lot of abstract concepts in science education, images in science textbooks play a vital role in the learning process (Kenanet al., 2011). Concretization of abstract concepts may ease students' understanding. For this reason, the aim of this study was to examine images about the particulate nature of matter (PNM) in Turkish middle school science textbooks. In other words, visuals were examined with respect to representational levels, relatedness to text, existence and properties of the captions. The rubric developed by Gkitziaet al.(2011) was used to evaluate the images from middle school science textbooks in selected units. A total of 825 images in Turkish middle school science textbooks were identified in related units. In addition, it was found that the most common representation type of images about the PNM in Turkish middle school science textbooks were macroscopic representations (36%). The relatedness of images to the text was also studied. It was concluded that just 4 out of 10 images were completely related and linked to the text. Lastly, it was found that more than half of the images about the PNM in Turkish middle school science textbooks had no caption.

Diagnostic assessment of student misconceptions about the particulate nature of matter from ontological perspective

Student conceptions related with matter and the particulate nature of matter (PNM), are vital for advanced understanding in chemistry, and have been a research area of significant attention. Lacking in the literature are studies addressing chemical misconceptions from an ontological point of view. The purpose of the current study was to develop a diagnostic instrument by utilizing ontological categories as theoretical lens and to evaluate student understanding on the topic PNM through assessment based on the relationship between ontology and misconceptions. Aligned with content in the middle school curricula, an assessment instrument of 25 distractor-driven, multiple-choice items, 15 of which were two-tier, was constructed. Subsequent to content validity work, to utilize student feedback for the improvement of the items and the validity of the inferences, we pilot tested our instrument with 178 students. Cross-sectional survey methodology was employed for the larger assessment work across Grades 6–11. Data were collected from a randomly selected sample of 696 students attending primary and secondary schools. The overall trend emerged to be improved student knowledge with increasing grade level. The students most often tended to attribute the properties of macroscopic matter to its microscopic particles and had most difficulty in explaining dissolution at the particle level, confirming previous national and international findings. An understanding of misconceptions from an ontology perspective may further assist educators to enhance a radical conceptual change. Distractor-driven, two-tier multiple-choice items are envisioned to aid stakeholders in curriculum development and implementation by illuminating student conceptions and ways of thinking.

The effect of the 4MAT learning model on the achievement and motivation of 7th grade students on the subject of particulate nature of matter and an examination of student opinions on the model

Background:Many researchers agree that students, especially primary students, have learning difficulties on the ‘Particulate Nature of Matter’ unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences.Purpose:The purpose of this study is to examine (1) the effects of the 4MAT learning model on the7th grade students’ academic achievement and motivation on the ‘Particulate Nature of Matter’ unit and (2) identify student opinions on the 4MAT model.Sample:The sample consists of 235 students (115 experimental, 120 control) in Turkey.Design and methods:Experimental groups were instructed with the 4MAT model while control groups were instructed with a traditional method. Achievement Test (AchToM) and Motivation Scale (MotScl) were administered to students as pre- and post-tests. Moreover, the opinions of students in the experimental groups on the 4MAT model were ascertained through open-ended questions after the application.Results:According to independent t-test results, statistical difference in favour of the experimental groups was detected between the post-AchToM (ES = 1.43; p < .0001) and post-MotScl (ES = 0.32; p < .05) scores. According to data obtained from the questionnaire, the application of the 4MAT model increases student motivation and participation in the lesson, lessons are more amusing and enjoyable, and the self-confidence of the students increases. Besides these positive opinions, however, a few students stated that the method took too much time, they were not motivated and it did not help them in understanding the subject.Conclusions:The 4MAT model is more effective than traditional method in terms of increasing achievement and motivation. The model takes all learners into account. Thus, the teacher or educator should use the 4MAT model to ensure all students’ learning in their classroom.

Fitting Various Instructional Strategies into Various Domains of Scientific Knowledge

The study investigate the conceptual understanding graduate students’ teachers have about foundational domains of scientific knowledge and the appropriate instructional strategy to develop an accurate conceptual understanding. The participants consisted of sixteen graduate students tested in their understanding for scientific concepts before and after instructions. Students journals show that it is important to: address and challenge students theory regarding Newtonian laws; to form coherent mental macroscopic dynamic imaginative picture regarding electricity, magnetisms, gravity, light, sound, heat, pressure and the particulate nature of matter; to elect the revolutionary type of knowledge and present them in linear hierarchical way regarding biological concepts. This show that different domains of scientific knowledge needs different instructional approaches

Investigating the influence of pre-service chemistry teachers' understanding of the particle nature of matter on their conceptual understanding of solution chemistry

This mixed method study mainly explored how the extent of pre-service chemistry teachers' understanding of the particle nature of matter (PNM) affects their understanding of solution chemistry in the context of multirepresentational (MR) instruction. The ultimate goal was to describe the levels of understanding of specific solution chemistry concepts of a group of participants with a high understanding of the PNM and a group with a low understanding of the PNM before and immediately after MR instruction. Data sources included questionnaires about the PNM and interviews on solution chemistry. Data from these sources were coded and analyzed using quantitative and qualitative methods. There was a statistically significant difference between the results obtained for the understanding of solution chemistry before MR instruction for participants with a high understanding of the PNM and those with a low understanding of the PNM. Both groups of participants exhibited substantial progress towards the scientific understanding of solution chemistry from pre- to post-instruction; however, the participants with a high understanding of the PNM still outperformed those with a low understanding of the PNM in terms of developing a more scientific conceptual understanding of the topic after the MR instruction. Moreover, when the participants were provided with an opportunity to view dynamic visual particulate representations of phenomena to support verbal representations, about two-thirds of the participants from both groups were able to develop a scientific understanding of dissolution regardless of the extent of their understanding of the PNM. Yet, the findings suggested that the participants with a high understanding of the PNM were more likely to develop a scientific understanding of a particular concept (e.g., supersaturated solutions) in solution chemistry even without viewing the available visual particulate representations of the phenomenon.

College chemistry students' use of memorized algorithms in chemical reactions

This study sought to uncover memorized algorithms and procedures that students relied on in responding to questions based on the particulate nature of matter (PNM). We describe various memorized algorithms or processes used by students. In the study, students were asked to balance three equations of chemical reaction and then draw particulate representations of the compounds in the reactions. Students were then interviewed to uncover their understanding of underlying chemistry, taking note of any memorized algorithms that students were using. In addition to specific algorithms that students used, two trends were apparent from our analysis: (1) students successfully applied algorithms (in operations such as equation balancing) without necessarily understanding why they used the particular operations or processes. (2) Students have memorized processes and ideas which they incorrectly applied. Implications for assessment, research and instruction are also suggested.

A review of research on the teaching and learning of thermodynamics at the university level

We review previous research on the teaching and learning of thermodynamics in upper-level, undergraduate settings. As chemistry education researchers we use physical chemistry as a context for understanding the literature. During our synthesis four themes of research emerged: factors that influence student success in learning thermodynamics, understanding thermodynamics through mathematical concepts and representations, student reasoning using the particulate nature of matter, and students' alternative thermodynamic conceptions. We also draw from literature in physics education research, engineering education research, and research on undergraduate mathematics education communities to widen our perspective on the teaching and learning of thermodynamics across disciplines. Following our presentation of studies, we discuss gaps in the literature and directions for new research in line with the recommendations of the National Research Council's (2012) recent report on Discipline-Based Education Research. We also discuss implications for practice which we hope will provide increased pedagogical support for teaching thermodynamics in upper-level, undergraduate settings, especially physical chemistry.

A Cross-National Review of the Studies on the Particulate Nature of Matter and Related Concepts

This study has reviewed the last three decades of students’ conception researches on the particulate nature of matter (PNM). To achieve this, criteria were developed to summarize and present the findings by focusing on insights derived from the related studies. The criteria incorporated the following themes: year, type (students’ understanding, comparative, experimental, or review), aim, sample and data collection tools. Seventy nine papers were examined in the study. These papers were related to students’ understanding and alternative conceptions of the PNM and the effects of different methods on students’ learning. The results of the studies reports that traditional teaching strategies are ineffective in helping students to develop a complete understanding of the matter, phase changes and the PNM, to alleviate alternative conceptions, and to promote conceptual change. And also, most of the new methods have positive effect on students’ conceptual understanding and alternative conceptions. This study intends to provide useful knowledge for teachers, researchers, curriculum developers and textbook writers.

Chemistry: Why the Subject is Difficult?

One aspect common in every culture is the decreasing number of students studying chemistry. What are the barriers that prevent students from learning chemistry? The objective of this study is to explore the importance of the philosophy of chemistry and suggest strategies that can facilitate students’ conceptual understanding. We can make chemistry relevant and promote students’ interest, curiosity and understanding by showing that science is a human enterprise. Particulate nature of matter provides an opportunity to reveal that the changing of atomic models (Thomson, Rutherford, Bohr, Bohr-Sommerfeld) is a manifestation of the tentative nature of scientific theories. It is concluded that introducing some elements of history and philosophy of chemistry is conducive towards a better understanding of scientific progress.

What Do Middle and High School Students Know About the Particulate Nature of Matter After Instruction? Implications for Practice

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 in different phases of matter, the process of condensation, and behaviors of molecules at a microscopic level. The discussion focuses on the implications of these findings for enhancing science teachers' pedagogical content knowledge.

Addressing Misconceptions about the Particulate Nature of Matter among Secondary-School and High-School Students in the Republic of Macedonia

A study was conducted to identify concepts about the particulate nature of matter among secondary- and high-school students (N = 187) and to address some misconceptions regarding this topic, especially the misunderstandings related to the vague ideas of the relationship between the macro and micro world. Data were collected using both quantitative (six-item multiple-choice instrument in a pre-test-post-test design) and qualitative (semi-structured focus group interviews) methods. Paired-samples t-test analysis showed that students experienced significantly higher results in the post-test when compared to the pre-test, thus confirming the efficiency of the intervention program in facilitating the understanding of some basic elements of the theory and practice concerning the particulate nature of matter (widely known as particle theory concepts, a term which will be used in this paper as well) among students of different levels of study. The findings revealed seven misconceptions prevalent by more than 20% of students and some additional ones emerged from the in-depth focus group discussions. The analysis of the content of textbooks indicated that some erroneous chemical concepts might have been formed as a result of the teaching of chemistry and that of physics, as well. The use of animations and molecular models had a positive effect on students and pointed to the need of introducing, in the chemistry teaching, the new material more visually.