Exploring the Role of a Discrepant Event in Changing the Conceptions of Evaporation and Boiling in Elementary School Students

Autor/in	Paik, Seoung-Hey
Titel	Exploring the Role of a Discrepant Event in Changing the Conceptions of Evaporation and Boiling in Elementary School Students
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.670-679 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00068h
Schlagwörter	Science Instruction; Elementary School Science; Scientific Concepts; Heat; Water; Elementary School Students; Teaching Methods; Concept Formation; Grade 4; Textbooks; Textbook Content; Grade 6; Grade 5; Student Surveys; Foreign Countries; Models; Questionnaires; Prediction; Misconceptions; South Korea + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hitze; Wasser; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; School year 04; 4. Schuljahr; Schuljahr 04; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Schülerbefragung; Ausland; Analogiemodell; Fragebogen; Vorhersage; Missverständnis; Korea; Republik
Abstract	The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation (empirical recognition, identification, and evidence) and reinforcement (applications). However, few reinforcement functions (such as comparison and supposition) or clarification functions (such as extension and contrast) were employed. The evaporation and boiling conceptions of 41 students in the 4th grade, 55 students in the 5th grade, and 28 students in the 6th grade were surveyed. Many students thought of evaporation phenomena under heating conditions as boiling, and the same phenomena without an obvious source of heating as evaporation. This meant that the presence of heating affected the students' conceptions of evaporation and boiling. In this study, the students were presented with clarifying functional examples that were not included in the textbooks. After exposure to these examples, many students revised their misconceptions and adopted scientific conceptions. Previous studies have argued that students must be able to reason from a microscopic point of view to understand evaporation and boiling phenomena; however, the tested students were able to classify the two different phenomena after experiencing appropriate functional examples. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01