Promoting high school students' conceptual understandings of the particulate nature of matter through multiple representations
Year: 2006
Type: article
Study design: Clinical Trial
Abstract: This study mainly explored the efficacy of the two instructional interventions, namely Reform-Based Teaching with Multiple Representations (RBTw/MR) and Reform-Based Teaching (RBT) on stimulating change in students' conceptual understandings of the particulate nature of matter (PNM) and maintaining those scientific understandings constructed during the instruction over a three-month period.In this context, this study also examined the RBTw/MR and RBT group students' types of conceptual understandings of the PNM before, immediately after and three-months after the interventions and described the patterns of individual students' conceptual pathways during the course of the study.In addition, this study looked into the variation in the RBTw/MR and RBT students' understandings of each constituent concept of the PNM in the three states of matter from the pre to the post to the delayed posttest.This study was conducted in two introductory level chemistry classes of a suburban high school.The participants of the study included a total of 42 students who were enrolled in one of the two classes of the chemistry teacher who taught both of the classes.Both the RBTw/MR and the RBT group students were engaged in the same activities with the same sequence of experiences such as compression of solids, liquids and gases, melting of solids and evaporation of liquids.However, the RBTw/MR Dedicated to my family: my mother, Remziye; my father, Ismet; my sister, Emel, and my brother, Erdoğan vi ACKNOWLEDGMENTS I would like to thank several people whose guidance and support were invaluable in the completion of this dissertation.First, I would like to express my sincere appreciation to Dr. Kathy C. Trundle, my advisor, for her constant encouragement during the difficult times of this research project.I am grateful to her for working with me each and every phase of this project, carefully reading the early drafts of this dissertation, regularly meeting with me to discuss my progress on this project, offering insightful feedback, and challenging my thinking, which helped me turn my vague ideas into a coherent whole.I am also deeply
Author: Emine Adadan
Institution: The Ohio State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1522760419