Upper Secondary Students' Understanding of the Basic Physical Interactions in Analogous Atomic and Solar Systems

Research in Science Education

Volumn 43, Issue 4, 2013, Pages 1377-1406

  Taber, Keith S ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Analogical transfer; Chemistry physics interface; Conceptions of forces; Implicit knowledge; Teaching analogy

Indexed keywords

EID: 84880135456     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-012-9312-3     Document Type: Article

References (75)

1. Adbo, K., & Taber, K. S. (2009). Learners' mental models of the particle nature of matter: a study of 16-year-old Swedish science students. International Journal of Science Education, 31(6), 757-786.
2. Ausubel, D. P. (2000). The acquisition and retention of knowledge: a cognitive view. Dordrecht: Kluwer Academic Publishers.
3. Brewer, W. F. (2008). Naïve theories of observational astronomy: review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 155-204). New York: Routledge.
4. Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 127-154). New York: Routledge.
5. Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30(10), 1241-1257.
6. Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417-452). New York: Routledge.
7. Coll, R. K. (2008). Effective chemistry analogies. In A. G. Harrison & R. K. Coll (Eds.), Using analogies in middle and secondary science classrooms (pp. 132-174). Thousand Oaks: Corwin Press.
8. Coll, R. K., & Treagust, D. F. (2001). Learners' mental models of chemical bonding. Research in Science Education, 31(3), 357-382.
9. diSessa, A. A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10(2&3), 105-225.
10. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
11. Feynman, R. P., Leighton, R. B., & Sands, M. (Eds.). (1963). The Feynman lectures on physics (vol. 1). Reading: Addison-Wesley.
12. Frisch, O. R. (1979). What little I remember. Cambridge: Cambridge University Press.
13. Gentner, D. (1983). Structure-mapping: a theoretical framework for analogy. Cognitive Science, 7, 155-170.
14. Gilbert, J. K., & Treagust, D. F. (Eds.). (2009). Chemical education: linking the representational levels of chemistry. Dordrecht: Springer.
15. Gilbert, J. K., & Watts, D. M. (1983). Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61-98.
16. Gilbert, J. K., & Zylbersztajn, A. (1985). A conceptual framework for science education: the case study of force and movement. European Journal of Science Education, 7(2), 107-120.
17. Glynn, S. M. (1991). Explaining science concepts: a teaching- with-analogies model. In S. M. Glynn, R. H. Yeany, & B. K. Britton (Eds.), The psychology of learning science (pp. 219-240). Hillsdale: Lawrence Erlbaum Associates.
18. Glynn, S. M., Duit, R., & Thiele, R. B. (1995). Teaching science with analogies: a strategy for constructing knowledge. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: research reforming practice (pp. 247-273). Mahwah: Lawrence Erlbaum Associates.
19. Glynn, S. M., & Takahashi, T. (1998). Learning from analogy-enhanced science text. Journal of Research in Science Teaching, 35(10), 1129-1149.
20. Hammer, D. (2004). The variability of student reasoning, lecture 3: manifold cognitive resources. In E. F. Redish & M. Vicentini (Eds.), Research on physics education (pp. 321-340). Bologna: Italian Physical Society.
21. Harrison, A. G. (2006). The affective, dimension of analogy: student interest is more than just interesting! In P. J. Aubusson, A. G. Harrison, & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 51-63). Dordecht: Springer.
22. Harrison, A. G., & Treagust, D. F. (1996). Secondary students' mental models of atoms and molecules: implications for teaching chemistry. Science Education, 80(5), 509-534.
23. Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352-381.
24. Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: challenges in understanding the submicroscopic world. In J. K. Gilbert, O. de Jong, R. Justi, D. F. Treagust, & J. H. van Driel (Eds.), Chemical education: towards research-based practice (pp. 189-212). Dordrecht: Kluwer Academic Publishers.
25. Harrison, A. G., & Treagust, D. F. (2006). Teaching and learning with analogies: friend or foe? In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and Analogy in Science Education (pp. 11-24). Dordecht: Springer.
26. Harrison, A. G., & Coll, R. K. (Eds.). (2008). Using analogies in middle and secondary science classrooms. Thousand Oaks: Corwin.
27. Justi, R., & Gilbert, J. K. (2000). History and philosophy of science through models: some challenges in the case of 'the atom'. International Journal of Science Education, 22(9), 993-1009.
28. Kruschke, J. K. (2005). Category learning. In K. Lamberts & R. L. Goldstone (Eds.), The handbook of cognition (pp. 183-201). London: Sage.
29. Kvale, S. (1996). InterViews: an introduction to qualitative research interviewing. Thousand Oaks: Sage.
30. Lakoff, G. (1987). The death of dead metaphor. Metaphor and Symbolic Activity, 2(2), 143-147.
31. Lakoff, G., & Johnson, M. (1980a). Conceptual metaphor in everyday language. The Journal of Philosophy, 77(8), 453-486.
32. Lakoff, G., & Johnson, M. (1980b). The metaphorical structure of the human conceptual system. Cognitive Science, 4(2), 195-208.
33. Lawson, A. E. (1994). Research on the acquisition of scientific knowledge: epistemological foundations of cognition. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 131-176). New York: MacMillan.
34. Leach, J. T., & Scott, P. H. (2008). Teaching for conceptual understanding: an approach drawing upon individual and sociocultural perspectives. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 647-675). New York: Routledge.
35. Loewenstein, J., Thompson, L., & Gentner, D. (2003). Analogical learning in negotiation teams: comparing cases promotes learning and transfer. Academy of Management Learning and Education, 2(2), 119-127.
36. McCloskey, M., Carmazza, A., & Green, B. (1980). Curvilinear motion in the absence of external forces: naïve beliefs about the motion of objects. Science, 210, 1139-1141.
37. McDermott, L. C. (1990). A view from physics. In M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. A. diSessa, & E. Stage (Eds.), Toward a scientific practice of science education (pp. 3-30). Hillsdale: Larwence Erlbaum Associates.
38. Meitner, L., & Frisch, O. R. (1939). Disintegration of uranium by neutrons: a new type of nuclear reaction. Nature, 143, 239-240.
39. Muldoon, C. A. (2006). Shall I compare thee to a pressure wave? Visualisation, analogy, insight and communication in physics. Bath: University of Bath.
40. Nersessian, N. J. (2008). Creating scientific concepts. Cambridge: The MIT Press.
41. Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of Science Education, 23(7), 707-730.
42. Petri, J., & Niedderer, H. (1998). A learning pathway in high-school level quantum atomic physics. International Journal of Science Education, 20(9), 1075-1088.
43. Piaget, J. (1972). The principles of genetic epistemology. London: Routledge & Kegan Paul (W. Mays, Trans.).
44. Podolefsky, N. (2008). Analogical scaffolding: making meaning in physics through representation and analogy. University of Colorado.
45. QCA. (2007a). The new secondary curriculum: what has changed and why? London: Qualification and Curriculum Authority.
46. QCA. (2007b). Science: programme of study for key stage 4. London: Qualifications and Curriculum Authority.
47. Rutherford, L. (1934). The transmutation of the atom. The Scientific Monthly, 38(1), 15-23.
48. Rutledge, M. L., & Warden, M. (2000). Evolutionary theory, the nature of science and high school biology teachers: critical relationships. American Biology Teacher, 62, 23-31.
49. Schmidt, H.-J. (1991). A label as a hidden persuader: chemists' neutralization concept. International Journal of Science Education, 13(4), 459-471.
50. Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: a constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
51. Southerland, S. A., Abrams, E., Cummins, C. L., & Anzelmo, J. (2001). Understanding students' explanations of biological phenomena: conceptual frameworks or p-prims? Science Education, 85(4), 328-348.
52. Sugarman, S. (1987). Piaget's construction of the child's reality. Cambridge: Cambridge University Press.
53. Taber, K. S. (1995). Development of student understanding: a case study of stability and lability in cognitive structure. Research in Science & Technological Education, 13(1), 87-97.
54. Taber, K. S. (1998a). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608.
55. Taber, K. S. (1998b). The sharing-out of nuclear attraction: or I can't think about physics in chemistry. International Journal of Science Education, 20(8), 1001-1014.
56. Taber, K. S. (2000). Case studies and generalisability-grounded theory and research in science education. International Journal of Science Education, 22(5), 469-487.
57. Taber, K. S. (2001). When the analogy breaks down: modelling the atom on the solar system. Physics Education, 36(3), 222-226.
58. Taber, K. S. (2002a). Chemical misconceptions-prevention, diagnosis and cure: classroom resources (vol. 2). London: Royal Society of Chemistry.
59. Taber, K. S. (2002b). Chemical misconceptions-prevention, diagnosis and cure: theoretical background (vol. 1). London: Royal Society of Chemistry.
60. Taber, K. S. (2003a). The atom in the chemistry curriculum: fundamental concept, teaching model or epistemological obstacle? Foundations of Chemistry, 5(1), 43-84.
61. Taber, K. S. (2003b). Understanding ionisation energy: physical, chemical and alternative conceptions. Chemistry Education: Research and Practice, 4(2), 149-169.
62. Taber, K. S. (2005). Learning quanta: barriers to stimulating transitions in student understanding of orbital ideas. Science Education, 89(1), 94-116.
63. Taber, K. S. (2007). Classroom-based research and evidence-based practice: a guide for teachers. London: Sage.
64. Taber, K. S. (2008). Exploring conceptual integration in student thinking: evidence from a case study. International Journal of Science Education, 30(14), 1915-1943.
65. Taber, K. S. (2009a). College students' conceptions of chemical stability: the widespread adoption of a heuristic rule out of context and beyond its range of application. International Journal of Science Education, 31(10), 1333-1358.
66. Taber, K. S. (2009b). Progressing science education: constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.
67. Taber, K. S. (2010). Straw men and false dichotomies: overcoming philosophical confusion in chemical education. Journal of Chemical Education, 87(5), 552-558.
68. Taber, K. S. (2011). Patterns in nature: challenging secondary students to learn about physical laws. Physics Education, 46(1), 80-89.
69. Taber, K. S., & Watts, M. (1996). The secret life of the chemical bond: students' anthropomorphic and animistic references to bonding. International Journal of Science Education, 18(5), 557-568.
70. Thagard, P. (1992). Analogy, explanation, and education. Journal of Research in Science Teaching, 29(6), 537-544.
71. The National Strategies Secondary. (2009). Strengthening teaching and learning of energy: quantitative model of energy transfer. London: Department for Children, Schools and Families.
72. Treagust, D. F. (2007). General instructional methods and strategies. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 379-391). Mahwah: Larwence Erlbaum Associates.
73. Watts, M., & Gilbert, J. K. (1983). Enigmas in school science: students' conceptions for scientifically associated words. Research in Science and Technological Education, 1(2), 161-171.
74. Watts, M., & Zylbersztajn, A. (1981). A survey of some children's ideas about force. Physics Education, 16(6), 360-365.
75. Zohar, A., & Ginossar, S. (1998). Lifting the taboo regarding teleology and anthropomorphism in biology education- Heretical suggestions. Science Education, 82(6), 679-697.