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Do particle ideas help or hinder pupils' understanding of phenomena?

Johnson, P.; Papageorgiou, G.

Authors

P. Johnson

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