Session Information
SES F 08, Paper Session
Paper Session
Contribution
Chemistry, is an important field of science and contains many concepts that are difficult to understand (Zoller, 1990). It studies the structure of the matter and interactions between matters in particular.
In primary education, students meet chemistry in Science and Technology classes by learning concepts and topics like atoms, molecules, elements, compounds, solids, liquids, gases, physical and chemical changes, vibrational and translational motion which are essential for the chemistry and physics classes in following education levels. As a result, it is possible that any misunderstandings and misconceptions in previously mentioned subjects would make further learnings more difficult.
In literature review, there are studies which are focused on understanding of some subjects in science and it is seen that many concepts are misunderstood or aren’t understood well by the students (Abraham, Grzybowski, Renner and Marek, 1992; Calik and Ayas, 2007; Calik, Ayas and Unal, 2006; Chang, 1999; Karkin Cakir, 2004; Orhun, 2005; Yoruk, 2003).In a study about pressure, change of state, density, mixtures and physical and chemical changes, it is indicated that the least understood topic is pressure while change of state is the most (Morgil and Yoruk, 2006).
The aim of this study is to investigate the understanding level of the particular structure of the matter in primary school 6-8th grades. Concepts and topics like atoms, molecules, elements, compounds, solids, liquids, gases, physical and chemical changes, vibrational and translational motion are gathered up in one title: particular structure of the matter.
The goals of this research are: What is the understanding level of particular structure of the matter in 6-8th grade students? Does “a) grade level, b) school type, c) gender, d) taking special course” have influence on understanding levels?
Method
Expected Outcomes
References
Abraham, M., Grzybowski, E.B., Renner J.W. ve Marek, A., (1992). Understanding and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, Vol. 29, No. 2, 105-120. Calik, M., Ayas, A. (2007). A cross-age study of students’ understanding of conservation of mass during dissolution process. National Education, Volume 173, p. 219-230. Calik, M., Ayas, A. and Unal, S. (2006). A cross-age study on students’ conceptions of dissolution. Journal of Turkish Educational Sciences, Volume 4, Issure 3, 309 – 322. Chang, J. (1999). Teachers college students’ conceptions about evaporation, condensation and boiling. Science Education, Volume 83, Issue 5, 511-526. Fraenkel, J.R. and Wallen, N.E. (1996). How to design and evaluate research in education (3rd ed.). Boston: McGraw-Hill. Karkin Cakir, B. (2004). Determining primary school students’ understandings related to some underlying chemistry concepts selected: a cross-age study (Masters Thesis, Karadeniz Technical University Graduate School of Natural & Applied Sciences). Turkish Council of Higher Education National Thesis Central. Morgil, I. and Yoruk, N. (2006). Cross-age study of the understanding of some concepts in chemistry subjects in science curriculum. Journal of Turkish Science Education, Year 3, Volume 1. Orhun, B. (2005). The investigation of the chemistry concepts presented in the science curriculum of the primary education 6th, 7th, 8th classes and the research of its reasons (Masters Thesis, Yuzuncu Yil University School of Eduation Department of Primary Education). Turkish Council of Higher Education National Thesis Central. Yoruk, N., (2003). A cross age (between 11-14 years old) study regarding the comprehension of mixture, matter’s change of state, density, physical-chemical change and pressure subjects in chemistry. Turkish Council of Higher Education National Thesis Central. Zoller, U., (1990). Students’ misunderstandings and misconceptions in college freshman chemistry (general and organic). Journal of Research in Science Teaching, 27 (10), 1053-1065.
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