Do Particle Ideas Help or Hinder Pupils’ Understanding of Phenomena?

George J. Papageorgiou

80 citations0/0 files storedInternational Journal of Science Education

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Science Education and Pedagogy Evolution and Science Education Science Education and Perceptions

Abstract

This paper addresses the question of whether particle ideas help or hinder young pupils’ understanding of changes of state and dissolving. Two matched groups in a primary school in Greece (ages 10/11, n = 20 and n = 19) were respectively taught one of two parallel lesson schemes. Covering the same phenomena, one scheme incorporated particle ideas, and the other did not. Data were collected pre and post intervention through individual interviews (n = 24). Results suggest that pupils’ understanding benefited from the introduction of particle ideas. Implications for the primary science curriculum are discussed.

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References

1983Children's conceptions of the changes of state of water 1990Pupils' Conceptions of Matter and its Transformations (age 12-16)1993Changing middle school students' conceptions of matter and molecules 2012The Content Of Science: A Constructive Approach To Its Teaching And Learning 1997The content of science: a constructivist approach to its teaching and learning 1994Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements 1998Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study 1999Investigating a grade 11 student's evolving conceptions of heat and temperature

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