P. Johnson
Do particle ideas help or hinder pupils' understanding of phenomena?
Johnson, P.; Papageorgiou, G.
Authors
G. Papageorgiou
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.
Citation
Johnson, P., & Papageorgiou, G. (2005). Do particle ideas help or hinder pupils' understanding of phenomena?. International Journal of Science Education, 27(11), 1299-1317. https://doi.org/10.1080/09500690500102698
Journal Article Type | Article |
---|---|
Publication Date | 2005-09 |
Deposit Date | Jan 8, 2007 |
Journal | International Journal of Science Education |
Print ISSN | 0950-0693 |
Electronic ISSN | 1464-5289 |
Publisher | Taylor and Francis Group |
Peer Reviewed | Peer Reviewed |
Volume | 27 |
Issue | 11 |
Pages | 1299-1317 |
DOI | https://doi.org/10.1080/09500690500102698 |
Keywords | Primary science curriculum. |
Publisher URL | http://www.journalsonline.tandf.co.uk/openurl.asp?genre=article&id=doi:10.1080/09500690500102698 |
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