Incommensurability and multiple models: Representations of the structure of matter in undergraduate chemistry students

Science and Education

Volumn 16, Issue 7-8, 2007, Pages 775-800

  Flores Camacho, Fernando ^a   Gallegos Cázares, Leticia ^a   Garritz, Andoni ^a   García Franco, Alejandra ^a  

^a UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO   (Mexico)

Author keywords

Incommensurability; Models; Multiple representations; Structure of matter

Indexed keywords

EID: 34250170463     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1007/s11191-006-9049-3     Document Type: Article

References (54)

1. Albanese, A. & Vicentini, M.: 1997, 'Why Do We Believe that an Atom is Colourless? Reflections about the Teaching of the Particle Model', Science & Education 6, 251-261.
2. Amsterdamski, S.: 1975, Between Experience and Metaphysics. Philosophical Problems of the Evolution of Science, Reidel Publishing Company, Dordrecht.
3. Andersson, B.: 1990, 'Pupils' Conceptions of Matter and its Transformations (age 12-16)', Studies in Science Education 18, 53-85.
4. Bachelard, G.: 1988, La Formación del Espiritu Cientifico (The Formation of the Scientific Mind) (Fifteenth edition), Siglo XXI, México.
5. Bachelard, G.: 1984, La Filosofía del No. Ensayo de una filosofía del nuevo espíritu científico (The Philosophy of No: A Philosophy of the New Scientific Mind), Amorrortu, Buenos Aires.
6. Blazer, W., Moulines, U. & Sneed, J.: 1987, An Architectonic for Science. The Structuralist Program, Reidel Publishing Company, Dordrecht.
7. Brown, H.I.: 2005, 'Incommensurability Reconsidered', Studien in History and Philosophy of Science 36, 149-169.
8. Bodner, G.M.: 1991, 'I have found you an argument. The Conceptual Knowledge of Beginning Chemistry Graduate Students', Journal of Chemical Education 68(5), 385-388.
9. Carey, S.: 1992, 'The Origin and Evolution of Everyday Concepts', in: R. Giere (ed.), Cognitive Models of Science. Minnesota Studies in the Philosophy of Science XV, 89-128.
10. Carrier, M.: 2002a, 'Shifting Symbolic Structures and Changing Theories: On the Non-translatability and Empirical Comparability of Incommensurable Theories', in Ferrari and Stamtescu (eds.), Symbol and Physical. Knowledge: On the Conceptual Structure of Physics, Springer, Berlin, pp. 126-148.
11. Carrier, M.: 2002b, 'Changing Laws and Shifting Concepts: On the Nature and Impact of Incommensurability', in P. Hoyningen-Huene and H. Sankey (eds.), Incommensurability and Related Matters, Boston Studies in the Philosophy of Science, No. 216, Kluwer Academic Publishers, Dordrecht, pp. 65-90.
12. Chi, M.T.H. & Roscoe, R.D.: 2002, 'The Processes and Challenges of Conceptual Change', in M. Limon and L. Mason (eds.), Reconsidering Conceptual Change. Issues in Theory and Practice, Kluwer Academic Publishers, Dordrecht, pp. 3-28.
13. Chinn, C. & Brewer, W.: 1993, 'The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction', Review of Educational Research 63(1), 1-49.
14. De Posada, J.M.: 1997, 'Conceptions of High School Students Concerning the Internal Structure of Metals and their Electric Conductions: Structure and Evolution', Science Education 81, 445-467.
15. Duschl, R. & Gitomer, D.: 1991, 'Epistemological Perspectives on Conceptual Change: Implications for Educational Practice', Journal of Research in Science Teaching 28(9), 839-858.
16. Ebenezer, J.V. & Erickson, G.L.: 1996, 'Chemistry Students' Conceptions of Solubility: A phenomenography', Science Education 80(2), 181-201.
17. Eilam, B.: 2004, 'Drops of Water and of Soap Solution: Students' Constraining Mental Models of the Nature of Matter', Journal of Research in Science Teaching 41(10), 970-993.
18. Erduran, S. & Duschl, R.: 2004, 'Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom', Studies in Science Education 40, 105-138.
19. Flores, F. & Gallegos, L.: 1999, 'Construcción de Conceptos Físicos en Estudiantes. La Influencia del Contexto (Students Construction of Physical Concepts. The Influence of Context)', Perfiles Educativos 21(85-86), 90-103.
20. Flores, F. et al.: 2002, 'Ideas Previas (Previous Ideas)'. Retrieved April 3, 2006, from 〈http://www.ideasprevias.cinstrum.unam.mx:2048〉.
21. Gabel, D., Samuel, K.V. & Hunn, D.: 1987, 'Understanding the Particulate Nature of Matter', Journal of Chemical Education 64(8), 695-697.
22. Gallegos, L.: 2002, Comparación entre la Evolución de los Conceptos Históricos y las Ideas de los Estudiantes: El Modelo de la Estructura de la Materia (Comparison between the Historic Evolution of Concepts and Students' Ideas. The Structure of Matter Model), Doctoral thesis, Universidad Nacional Autónoma de México, México.
23. Garnett, P.J., Garnett, P.J. & 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.
24. Gilbert, J. & Boulter, C.: 1998, 'Learning Science Through Models and Modeling', in B. Fraser and K. Tobin (eds.), International Handbook of Science Education, Kluwer Academic Publishers, Dordrecht, pp. 53-66.
25. Grosslight, K., Unger, C., Jay, E. & Smith, C.: 1991, 'Understanding Models and their Use in Science: Conceptions of Middle and High School Students and Experts', Journal of research in Science Teaching 29, 799-822.
26. Haidar, A. & Abraham, M.: 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.
27. Harrison, A.G. & Treagust, D.F.: 2002, 'The Particulate Nature of Matter: Challenges in Understanding the Submicroscopic World', in J. Gilbert, O. De Jong, R. Justi, D.F. Treagust and J. Van Driel (eds.), Chemical Education: Towards Research-based Practice, Kluwer Academic Publishers, Dordrecht, pp. 189-212.
28. Hernández, M.C. & Ruiz, R.: 2000, 'Kuhn y el Aprendizaje del Evolucionismo Biológico (Kuhn and Learning of Biological Evolutionism)', Perfiles educativos 22(89-90), 92-114.
29. Hoyningen-Huene, P.: 1993, Reconstructing Scientific Revolutions: Thomas Kuhn's Philosophy of Science, Chicago University Press, Chicago.
30. Irzik, G. & Grünberg, T.: 1998, 'Whorfian Variations of Kantian Themes: Kuhn's Linguistic Turn', Studies in History and Philosophy of Science 29(2), 207-221.
31. Ivarsson, J., Schoultz, J. & Säljö, R.: 2002, 'Map Reading versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth', in M. Limon and L. Mason (eds.), Reconsidering Conceptual Change: Issues in Theory and Practice, Kluwer Academic Publishers, Dordrecht, pp. 77-100.
32. Jensen, W.B.: 1998a, 'Logic, History, and the Chemistry Textbook. Part I. Does Chemistry have a Logical Structure?', Journal of Chemical Education 75(6), 679-687.
33. Jensen, W.B.: 1998b, 'Logic, History, and the Chemistry Textbook. Part II. Can we Unmuddle the Chemistry Textbook?', Journal of Chemical Education 75(7), 817-828.
34. Jensen, W.B.: 1998c, 'Logic, History, and the Chemistry Textbook. Part III. One Chemical Revolution or Three?', Journal of Chemical Education 75(8), 961-969.
35. Johansson, B., Marton, F. & Svensson, L.: 1985, 'An Approach to Describing Learning as Change between Qualitative Different Conceptions', in L.H.T. West and A.L. Pines (eds.), Cognitive Structure and Conceptual Change, Academic Press, Florida, pp. 233-257.
36. Kuhn, T.S.: 1970, The Structure of Scientific Revolutions, The University of Chicago Press, Chicago.
37. Kuhn, T.S.: 1983, 'Commensurability, Comparability, Communicability?', in P.D. Asquith and T. Nickles (eds.), PSA 1982. East Leasing: Philosophy of Science Association, Vol. 2, pp. 669-688.
38. Lakatos, I.: 1970, 'Falsification and the Methodology of Scientific Research Programmes', in I. Lakatos and A. Musgrave (eds.), Criticism and the Growth of Knowledge: Proceedings of the International Colloquium in the Philosophy of Science 1965, Cambridge University Press, Cambridge, pp. 91-196.
39. Laudan, L.: 1997, Progress and it's Problems: Towarda Theory of Scientific Growth, University of California Press, Berkeley.
40. Mortimer, E.F.: 1998, 'Multivoicedness and Univocality in the Classroom Discourse: An Example from Theory of Matter', International Journal of Science Education 29(1), 67-82.
41. Mortimer, E.: 1995, 'Conceptual Change or Conceptual Profile Change?', Science & Education 4, 267-285.
42. 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.
43. Pfundt, H. & Duit, R.: 2006, 'Bibliography. Students' and Teachers' Conceptions and Science Education', Retrieved on April, 3, 2006 from 〈http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html〉.
44. Pérez-Ransanz, A.R.: 1999, Kuhn y el Cambio Cientifico (Kuhn and Scientific Change), Fondo de Cultura Económica, México.
45. Popper, K.: 1970, 'Normal Science and its Danger', in I. Lakatos and A. Musgrave (eds.), Criticism and the Growth of Knowledge: Proceedings of the International Colloquium in the Philosophy of Science 1965, Cambridge University Press, Cambridge, pp. 51-58.
46. Posner, G., Strike, K, Hewson, P. & Gertzog, W.: 1982, 'Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change', Science Education 66(2), 211-227.
47. Siegel, H.: 2001, 'Incommensurability, Rationality and Relativism in Science Culture and Science Education', in P. Hoyningen-Huene and H. Sankey (eds.), Incommensurability and Related Matters. Boston Studies in the Philosophy of Science No. 216, Kluwer Academic Publishers, Dordrecht, pp. 207-224.
48. Stavy, R.: 1995, 'Conceptual Development of Basic Ideas in Chemistry', in S. Glynn and R. Duit (eds.), Learning Science in the Schools: Research Reforming Practice, Lawrence Erlbaum, Hillsdale, pp. 131-154.
49. Taber, K.: 2001, 'Shifting Sands: A Case Study of Conceptual Development as Competition between Alternative Conceptions', International Journal of Science Education 23(7), 731-753.
50. Van Berkel, B., De Vos, W., Verdonk, A.H. & Pilot, A.: 2000, 'Normal Science Education and its Dangers: The Case of School Chemistry', Science & Education 9, 123-159.
51. Vosniadou, S.: 1994, 'Capturing and Modelling the Process of Conceptual Change', Learning and Instruction 4(1), 45-69.
52. Vosniadou, S.: 2002, 'On the Nature of Naïve Physics', in M. Limon and L. Mason (eds.), Reconsidering Conceptual Change: Issues in theory and practice, Kluwer Academic Publishers, Dordrecht, pp. 61-70.
53. Wang, X.: 2002, 'Taxonomy, Truth-value Gaps and Incommensurability: A Reconstruction of Kuhn's Taxonomic Interpretation of Incommensurability', Studies in History and Philosophy of Science 33, 465-485.
54. Webster's Third New International Dictionary: 1971, Encyclopaedia Britannica Inc., Chicago.