The Thinking of Students Aged 15-18 in Explaining the Dissolution Phenomenon

Autor/inn/en	Shi, Guanxue; Lu, Shanshan; Bi, Hualin
Titel	The Thinking of Students Aged 15-18 in Explaining the Dissolution Phenomenon
Quelle	In: Journal of Baltic Science Education, 22 (2023) 2, S.337-356 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shi, Guanxue) ORCID (Lu, Shanshan) ORCID (Bi, Hualin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Secondary School Students; Thinking Skills; Cognitive Processes; Concept Formation; Scientific Concepts; Chemistry; Knowledge Level; Age Differences; Science Education; Causal Models + Suchen Sie Ihr Suchwort? Sekundarschüler; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Chemie; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Naturwissenschaftliche Bildung; Kausalanalyse
Abstract	Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students' causal reasoning. Given the importance of core ideas for students' understanding of how and why a phenomenon occurs, the study focused on the relationship between students' understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students' reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students' drawings of atoms/molecules interactions, the study summarized performance in the association category. Students' performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01