Students' preconceptions of the nature of gases

Darryl L. Benson · Merlin C. Wittrock · Mario E. Baur

106 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Chemistry Education and Research Science Education and Perceptions

Abstract

Abstract A total of 1098 students, from second graders to university chemistry students, drew representations of highly magnified views of air at 1.0 atmosphere of pressure and at 0.5 atmosphere of pressure. The drawings were classified and the authors inferred from them a relatively limited number of preconceptions of the nature of gases. Several major trends occurred in the frequencies of these inferred preconceptions held at different grade levels. The majority of the drawings that were not in fairly close agreement with atomic theory seemed to reflect one or more of the following misconceptions: (a) air is a continuous (nonparticulate) substance, (b) gas behavior is similar to liquid behavior, and (c) there is relatively little space between gas particles. The number of drawings that gave evidence of particulate views ranged from 8% for Grades 2–4 to 85% for university chemistry students. However, 33% of the university students' drawings showed highly packed particles, and only 37% showed particles in an approximately correct geometrical distribution. The authors suggest a technique for promoting conceptual change among students who possess alternative views of the nature of gases.

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References

1982Accommodation of a scientific conception: Toward a theory of conceptual change 1985Cognitive Structure and Conceptual Change 1983Learning science: A generative process 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy 1985The Generative Learning Model and its Implications for Science Education 1981Pupils' understanding of the particulate nature of matter: A cross‐age study 1978Junior high school pupils' understanding of the particulate nature of matter: An interview study 1991Children's views concerning phase changes

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