scholarly journals Use of the particle nature of matter in developing conceptual understanding

1993 ◽  
Vol 70 (3) ◽  
pp. 193 ◽  
Author(s):  
Dorothy L. Gabel
Keyword(s):  
Conceptual Understanding ◽  
Particle Nature ◽  
Nature Of Matter

scholarly journals An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

2019 ◽  
Vol 9 (1) ◽  
pp. 49 ◽  
Author(s):  
Joshua Rosenberg ◽  
Michael Lawson
Keyword(s):  
High School ◽  
Conceptual Understanding ◽  
Computational Science ◽  
Future Research ◽  
Data Set ◽  
Embedded Assessment ◽  
High School Physics ◽  
Balanced Model ◽  
Particle Nature ◽  
K 12

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

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

2018 ◽  
Vol 17 (6) ◽  
pp. 945-959
Author(s):  
Zehra Ozdilek ◽  
Seda Okumus ◽  
Kemal Doymus
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Individual Learning ◽  
Solution Chemistry ◽  
Achievement Level ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Prospective Science Teachers ◽  
Nature Of Matter

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.

Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter

2013 ◽  
Vol 14 (2) ◽  
pp. 201-213 ◽  
Author(s):  
Oktay Bektas ◽  
Betul Ekiz ◽  
Mustafa Tuysuz ◽  
Elif Selcan Kutucu ◽  
Aysegul Tarkin ◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Particle Nature ◽  
Nature Of Matter

scholarly journals Effect of PDEODE Teaching Strategy on Turkish Students' Conceptual Understanding: Particulate Nature of Matter

2017 ◽  
Vol 5 (7) ◽  
pp. 78 ◽  
Author(s):  
Hülya Demircioğlu
Keyword(s):  
Conceptual Change ◽  
Conceptual Understanding ◽  
Teaching Strategy ◽  
First Grade ◽  
Primary School Teacher ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Significant Difference ◽  
Post Test ◽  
Nature Of Matter

The aim of this study is to determine the effect of activities developed in accordance with PDEODE teaching strategy on students’ understanding of the particulate nature of matter. The sample of the study consists of the first grade students who study in the Primary School Teacher Education Program. In order to determine the conceptual change on students a test consisting of 8 questions was applied to the sample. This test was applied as pre-test, post-test and delayed post-test. The difference between the measurements was found statistically significant (p<0.05). This result shows that the treatment promotes the conceptual change and enhances students’ conceptual understanding. As a result of a post-hoc test (Tukey HSD test) it was established that there is a statistically significant difference between the means of pre-test and post-test, and pre-test and delayed test (p<0.05), there isn’t a significant difference between the means of post-test and delayed test (p>0.05).

Sign in / Sign up

Export Citation Format

Share Document