A Reply to ''Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations. A Response to ''Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes'' by Smith and Villarreal (2015)''

Autor/inn/en	Smith, K. Christopher; Villarreal, Savannah
Titel	A Reply to ''Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations. A Response to ''Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes'' by Smith and Villarreal (2015)''
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.701-703 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00095e
Schlagwörter	Stellungnahme; Chemistry; Science Instruction; Scientific Concepts; Misconceptions; Animation; Teaching Methods; Knowledge Level; Molecular Structure; Concept Formation + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Concept learning; Begriffsbildung
Abstract	In this reply to Elon Langbeheim's response to an article recently published in this journal, authors Smith and Villarreal identify several types of general chemistry students' misconceptions concerning the concept of particle position during physical change. They focus their response on one of the misconceptions identified as such: Given a solid sample of a substance, some students did not think that a selected particle would move far from its original position throughout the reversible physical changes of melting and dissolving. Smith and Villarreal conducted pilot studies in which they tested and refined their data collection instruments. The original data collection instruments used in the first pilot study are presented in Fig. 1 and 2. These data collection instruments were refined to their final form in the published study (Smith and Villarreal, 2015), and the authors stand by the soundness of the interpretation of their results in the published work. (ERIC).
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