Students' Spontaneous Use of a Particulate Model for Dissolution

Research in Science Education

Volumn 30, Issue 4, 2000, Pages 389-402

  Selley, Nicholas J ^a,b  

^a KINGSTON UNIVERSITY   (United Kingdom)

^b NONE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846035167     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/BF02461558     Document Type: Article

References (29)

1. Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31, 146-165.
2. Andersson, B. (1990). Pupils' conceptions of matter and its transformations (age 12 - 16). Studies in Science Education, 18, 53-85.
3. Blanco, A., & Prieto, T. (1997). Pupils' views on how stirring and temperature affect the dissolution of a solid in a liquid: A cross-age study (12 to 18). International Journal of Science Education, 19, 303-315.
4. BouJaoude, S. B. (1991). A study of the nature of students' understandings about the concept of burning. Journal of Research in Science Teaching, 28, 689-704.
5. Brosnan, T. (1990). Categorising macro and micro explanations of material change. In P. Lijnse, P. Licht, W. de Vos, & A. L. Waarlo (Eds.), Relating macroscopic phenomena to microscopic particles: A central problem in secondary science education. Utrecht, The Netherlands: Centre for Science and Mathematics Education Press.
6. Driver, R. (1985). Beyond appearances: The conservation of matter under physical and chemical transformations. In R. Driver, E. Guesne, & A.Tiberghien (Eds.), Children's ideas in science (pp. 145-169). Milton Keynes, UK: Open University Press.
7. Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students' conceptions of solubility: A Phenomenography. Science Education, 80, 181-201.
8. Garnett, P. J., Gamett, P. L., & Hackling, M. W. (1995). Students' alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95.
9. Haidar, A., & Abraham, M. R. (1991). A comparison of applied and theoretical knowledge of concepts based on the paniculate nature of matter. Journal of Research in Science Teaching, 28, 919-38.
10. Harré, R. (1972). The philosophies of science. Oxford, UK: Oxford University Press.
11. Harris, S. (1998). Achievement in practical science activities at age 13 in England. Education in Science, 176, 11-14.
12. Holding, B. (1987). Investigation of schoolchildren's understanding of the process of dissolving with special reference to the conservation of matter and the development of atomistic ideas. Unpublished doctoral thesis, University of Leeds, Leeds, UK.
13. Howe, C., Tolmie, A., & Rodgers, C. (1990). Physics in the primary school: Peer interaction and the understanding of floating and sinking. European Journal for the Psychology of Education, 5, 459-475.
14. Johnson, P. (1998). Progression in children's understanding of a 'basic' particle theory: A longitudinal study. Internationaljournal of Science Education, 20, 393-412.
15. Johnson, P., & Gott, R. (1996). Constructivism and evidence from children's ideas. Science Education, 80, 561-577.
16. Kühn, T. S. (1970). The structure of scientific revolutions. Chicago, II: University of Chicago Press.
17. Laverty, D. T., & McGarvey, J. E. B. (1991). A 'constructivist' approach to learning. Education in Chemistry, 28, 99-102.
18. Longden, K., Black, P., & Solomon, J. (1991). Children's interpretation of dissolving. Internationaljournal of Science Education, 13, 59-68.
19. Marton, F. (1981). Phenomenography -Describing conceptions of the world around us. Instructional Science, 10, 177-200.
20. Novick, S., & Nussbaum, J. (1978). Junior high school pupils' understanding of the paniculate nature of matter: An interview study. Science Education, 62, 273-281.
21. Piaget, J., & Inhelder, B. (1974). The child's construction of quantities: Conservation and atomism. London, UK: Routledge and Kegan Paul.
22. Qualifications and Curriculum Authority (QCA). (2000). Scheme of work: KS3 Science. London, UK: Department for Education and Employment.
23. Renström, L. (1988). Conceptions of matter: A phenomenographic approach. Göteborg Studies in Educational Science, 69, 1-268.
24. Rosen, A. B., & Rozin, P. (1993). Now you see it, now you don't: The pre-school child's conception of invisible particles in the context of dissolving. Developmental Psychology, 29, 300-311.
25. Selley, N. J. (1998a). Alternative models for dissolution. School Science Review, 80, 79-83.
26. Selley, N. J. (1998b). Children's explanations of dissolution. Unpublished research report, School of Education, Kingston University, Kingston-on-Thames, UK.
27. Selley, N. J. (1989). Philosophies of science and the science curriculum. In J. J. Wellington, (Ed.), Skills and processes in science education (pp. 83-98). London, UK: Routledge.
28. Selley, N. J. (1979). Another look at Piaget's atomism. Unpublished paper appended to PhD thesis, Kings College London, UK.
29. Solomon, J. (1987). Social influences on the construction of pupils' understanding of science. Studies in Science Education, 14, 63-82.