Students' progression of understanding the matter concept from elementary to high school

Science Education

Volumn 89, Issue 3, 2005, Pages 433-450

  Liu, Xiufeng ^a   Lesniak, Kathleen M ^b  

^a UNIVERSITY AT BUFFALO   (United States)

^b STATE UNIVERSITY OF NEW YORK AT FREDONIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25444471289     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.20056     Document Type: Review

References (52)

1. AAAS (1993). Benchmarks for science literacy. Washington, DC: Author.
2. AAAS (2001). Atlas of science literacy. Washington, DC: Author.
3. Andersson, B. (1990). Pupils' conceptions of matter and its transformations (ages 12-16). Studies in Science Education, 18, 53-885.
4. Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students' preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587-597.
5. Bidell, T. R., & Fischer, K. W. (1992). Cognitive development in educational contexts: Implications of skill theory. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education (pp. 11-30). London: Routledge.
6. Boo, H-K, & Watson, J. R. (2001). Progression in high school students' (aged 16-18) conceptualizations about chemical reactions in solution. Science Education, 85, 568-585.
7. Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum.
8. BouJaoude, S. B. (1991). A study of the nature of students' understandings about the concept of burning. Journal of Research in Science Teaching, 28(8), 689-704.
9. Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding. Journal of Research in Science Teaching, 40(5), 464-486.
10. Doran, R. L. (1972). Misconceptions of selected science concepts held by elementary students. Journal of Research in Science Teaching, 9(2), 127-137.
11. Fensham, P. J. (1994). Beginning to teach chemistry. In P. J. Fensham, R. Gunstone, & R. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 14-28). London: The Falmer Press.
12. Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.
13. Fischer, K. W., & Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. In R. M. Lerner (Ed.), Handbook of child psychology: Vol 1. Theoretical models of human development (5th ed., pp. 467-561). New York: Wiley.
14. Griffiths, A. K., & Preston, K. R. (1992). Grade-12 students' misconceptions relating to fundamental characteristics of atoms, and molecules. Journal of Research in Science Teaching, 29(6), 611-628.
15. Haidar, A. H., & Abraham, M. R. (1991). A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919-938.
16. Harlow, A. (2003, July). Why students answer TIMSS science test items the way they do? Paper presented at the Annual Meeting of the Australia Science Education Research Association (ASERA), Melbourne, Australia.
17. Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: Challenges in understanding the submicroscopic world. In J. K. Gilbert, O. D. Jong, D. F. Treagust, & J. H. van Driel (Eds.), Chemical education: Toward research-based practice (pp. 189-212). Dordrecht: Kluwer.
18. Hesse, J. J., & Anderson, C. W. (1992). Students' conceptions of chemical change. Journal of Research in Science Teaching, 29(3), 277-299.
19. Johnson, P. (2000). Children's understanding of substances, Part 1 : Recognizing chemical change. International Journal of Science Education, 22(7), 719-737.
20. Johnson, P. (2002). Children's understanding of substances, Part 2: Explaining chemical change. International Journal of Science Education, 24(10), 1037-1054.
21. Justi, R. S., & Gilbert, J. K. (2002). Modeling, teachers' views on the nature of modeling, and implications for the education of modelers. International Journal of Science Education, 24(4), 369-387.
22. Krnel, D., Glazar, S. A., & Watson, R. (2003). The development of the concept of "matter": A cross-age study of how children classify materials. Science Education, 87, 621-639.
23. Krnel, D., Watson, R., & Glazar, S. A. (1998). Survey of research related to the development of the concept of 'matter.' International Journal of Science Education, 20(3), 257-289.
24. Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. S. (1993). Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270.
25. Linacre, J. M. (2003). Winsteps (version 3.4). Chicago, IL: Winsteps, Inc.
26. Liu, X. (2001). Synthesizing research on students' conceptions in science. International Journal of Science Education, 23(1), 55-81.
27. Martin, M., & Kelly, D. (Eds.) (1996). Third international mathematics and science study: Technical report: Vol. I. Boston College, MA: International Association for the Evaluation of Educational Achievement.
28. Martin, M., & Kelly, D. (Eds.) (1997). Third international mathematics and science study: Technical report: Vol. II. Boston College, MA: International Association for the Evaluation of Educational Achievement.
29. Mazens, K., & Lautrey, J. (2003). Conceptual change in physics: Children's naïve representations of sound. Cognitive Development, 18, 159-176.
30. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
31. Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science Education, 85, 158-179.
32. Novick, S., & Nussbaum, J. (1978). Junior high school pupils' understanding of the particulate nature of matter: An interview study. Science Education, 62(3), 273-281.
33. Novick, S., & Nussbaum, J. (1981). Pupils' understanding of the particulate nature of matter: A cross-age study. Science Education, 65(2), 187-196.
34. Nussbaum, J. (1985). Conceptual change in individual pupils: A case study in the USA. In R. Driver, A. Tibergheim, & E., Guesne (Eds.), Children's ideas in science, Milton Keynes, UK: Open University Press.
35. Osborne, R. J., & Cosgrove, M. M. (1983). Children's conceptions of the changes of the state of water. Journal of Research in Science Teaching, 20(9), 825-838.
36. Peterson, R. F., Treagust, D. F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and - 12 students' concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301-314.
37. Schoultz, J., Saljo, R., & Wyndhamn, J. (2001). Conceptual knowledge in talk and text: What does it take to understand a science question? Instructional Science, 29, 213-236.
38. Shepherd, D., & Renner, J. W. (1982). Student understandings and misunderstandings of states of matter and density changes. School of Science and Mathematics, 82(8), 650-655.
39. Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
40. Siegler, R. S. (1998). Children's thinking (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
41. Smith, R. M. (1992). Item banking and test equating. In Applications of Rasch measurement. Maple Grove, MN: JAM Press.
42. Solomonidou, C., & Stavridou, H. (2000). From inert object to chemical substance: Students initial conceptions and conceptual development during an introductory experimental chemistry sequence. Science Education, 84, 382-400.
43. Stavridou, H., & Solomonidou, C. (1989). Physical phenomena-chemical phenomena: Do pupils make the distinction? International Journal of Science Education, 11(1), 83-92.
44. Stavridou, H., & Solomonidou, C. (1998). Conceptual recognization and the construction of the chemical reaction concept during secondary education. International Journal of Science Education, 20(2), 205-221.
45. Stavy, R. (1990). Children's conceptions of changes in the state of matter: From liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247-266.
46. Stavy, R. (1991). Children's ideas about matter. School Science and Mathematics, 91(6), 240-244.
47. Strauss, S. (1998). Cognitive development and science education. Toward a middle level model. In I. E. Sigel & R. Renninger (Eds.), Handbook of child psychology: Vol. IV. Child psychology in practice (pp. 357-399). New York: Wiley.
48. Taber, K. S. (2003). Mediating mental models of metals: Acknowledging the priority of the learner's prior learning. Science Education, 5, 732-758.
49. Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353-1368.
50. Voelker, A. M. (1975). Elementary school children's attainment of the concepts of physical and chemical change - a replication. Journal of Research in Science Teaching, 12(1), 5-14.
51. Watson, R., Prieto, T., & Dillon, J. S. (1995). The Effect of practical work on students' understanding of combustion. Journal of Research in Science Teaching, 32(5), 487-502.
52. Wellman, H. M., & Gelman, S. A. (1998). Knowledge acquisition in fundamental domains. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. II. Cognition, perception, and language (5th ed., pp. 523-573). New York: Wiley.