Misconceptions About Between Physical and Chemical Changing of Matters of Primary School Students
Abstract
Most of countries are trying to develop their education systems. Since the new generations are their future, they want to give a good education. So they have the biggest objective of their educational system to educate modern, productive responsible, qualified and educated people who also take side of solutions instead of problems. The educated people are educated very hard because of education problems. Education systems and educator to be forced the students’ problems. These problems particularly are about such as misconceptions, erroneous conceptions, limited conceptions… The most important of the problems clot in the misconceptions. For this purpose, I researched misconceptions about between physical and chemical changing of matters in the primary school students.
References
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De Posada, J.M. (1997). Conceptions of high school students concerning the internal structure of metals and their electric conduction: Structure and evolution. Science Education, 81, 445 – 467.
diSessa, A. A. (2006). A history of conceptual change research. In K. R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 265 – 281). Cambridge, England: Cambridge University Press.
Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68, 52 – 59.
Hewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11, 541 – 543.
Hiebert, J. & Behr, M. (1988). Introduction: Capturing the major themes. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 1-18). Hillsdale, NJ: Erlbaum.
Nelson-Jones, R. (1996). Relating Skills: A Practical Guide to Effective Personal Relationships. University of Sydney, Sydney.
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548 – 571.
O’Loughlin, M. (1992). Rethinking Science Education: Beyond Piagetian Constructivism Toward a Sociocultural Model of Teaching and Learning. Journal of Research in Science Teaching, (29)791-820.
Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education & Technology, 13, 147 – 159.
Piaget, J. (1970). The Child’s Conception of Movement and Speed. Routledge and Kegan Paul, London. 263.
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115 – 163.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice. New York: State University of New York Press.
Taber, K. S. (1995). Development of student understanding: A case study of stability and lability in cognitive structure. Research in Science and Technological Education, 13, 89 – 99.
Tezcan H., and Bilgin E., (2004). Affects of Laboratory Method and Other Factors on the Student Success in the Teaching of the Solvation Subject at the High Schools, Gazi Eğitim Fakültesi Dergisi, 24, 3, 175-191.
Vosniadou, S. (2001). Conceptual change research and the teaching of science. In H. Behrendt, H. Dahncke, R. Duit,W. Gr¨aber,M. Komorek, A. Kross, & P. Reiska (Eds.), Research in science education—Past, present, and future (pp. 177 – 188). Dordrecht: Kluwer.
Wheeler, A. E., & Kass, H. (1978). Student misconceptions in chemical equilibrium. Science Education, 62, 223–232.
Carey, S. (1999). Sources of conceptual change. In E. K. Scholnick, K. Nelson, S. A. Gelman, & P. H. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 293 – 326). Mahwah, NJ: Erlbaum.
Chaput, H. H. (2001). Post-Piagetian Constructivism for Grounded Knowledge Acquisition, Proceedings of the AAAI Spring Symposium on Grounded Knowledge, Spring 2001, Palo Alto, CA.
Chi, M. T. H., Slotta, J. D., & deLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning & Instruction, 4, 27 – 43.
De Posada, J.M. (1997). Conceptions of high school students concerning the internal structure of metals and their electric conduction: Structure and evolution. Science Education, 81, 445 – 467.
diSessa, A. A. (2006). A history of conceptual change research. In K. R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 265 – 281). Cambridge, England: Cambridge University Press.
Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68, 52 – 59.
Hewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11, 541 – 543.
Hiebert, J. & Behr, M. (1988). Introduction: Capturing the major themes. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 1-18). Hillsdale, NJ: Erlbaum.
Nelson-Jones, R. (1996). Relating Skills: A Practical Guide to Effective Personal Relationships. University of Sydney, Sydney.
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548 – 571.
O’Loughlin, M. (1992). Rethinking Science Education: Beyond Piagetian Constructivism Toward a Sociocultural Model of Teaching and Learning. Journal of Research in Science Teaching, (29)791-820.
Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education & Technology, 13, 147 – 159.
Piaget, J. (1970). The Child’s Conception of Movement and Speed. Routledge and Kegan Paul, London. 263.
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115 – 163.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice. New York: State University of New York Press.
Taber, K. S. (1995). Development of student understanding: A case study of stability and lability in cognitive structure. Research in Science and Technological Education, 13, 89 – 99.
Tezcan H., and Bilgin E., (2004). Affects of Laboratory Method and Other Factors on the Student Success in the Teaching of the Solvation Subject at the High Schools, Gazi Eğitim Fakültesi Dergisi, 24, 3, 175-191.
Vosniadou, S. (2001). Conceptual change research and the teaching of science. In H. Behrendt, H. Dahncke, R. Duit,W. Gr¨aber,M. Komorek, A. Kross, & P. Reiska (Eds.), Research in science education—Past, present, and future (pp. 177 – 188). Dordrecht: Kluwer.
Wheeler, A. E., & Kass, H. (1978). Student misconceptions in chemical equilibrium. Science Education, 62, 223–232.
Published
2017-02-28
How to Cite
KARIPER, Afsin I.
Misconceptions About Between Physical and Chemical Changing of Matters of Primary School Students.
European Journal of Physics Education, [S.l.], v. 5, n. 2, p. 1-5, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/64>. Date accessed: 01 may 2024.
doi: https://doi.org/10.20308/ejpe.v5i2.64.
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