Do Particle Ideas Help or Hinder Pupils' Understanding of Phenomena?

Autor/inn/en	Papageorgiou, George; Johnson, Philip
Titel	Do Particle Ideas Help or Hinder Pupils' Understanding of Phenomena?
Quelle	In: International Journal of Science Education, 27 (2005) 11, S.1299-1317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Elementary School Students; Science Instruction; Scientific Principles; Scientific Concepts; Grade 5; Science Experiments; Greece + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Griechenland
Abstract	This paper addresses the question of whether particle ideas help or hinder young pupils' understanding of changes of state and dissolving. Two matched groups in a primary school in Greece (ages 10/11, n = 20 and n = 19) were respectively taught one of two parallel lesson schemes. Covering the same phenomena, one scheme incorporated particle ideas, and the other did not. Data were collected pre and post intervention through individual interviews (n = 24). Results suggest that pupils' understanding benefited from the introduction of particle ideas. Implications for the primary science curriculum are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10