Chinese Journal of Science Education


Vol. 11 No. 3 , Pages 297 - 330 , 2003

Grades 4–9 Pupils’ Cognitive Patterns, Levels, Frequency Distribution and Evolution in Learning the Particle Theory of Gases (Article written in chinese)

Tsai-Ku LIN & Hueih-Jier LIN

Abstract

A two step diagnostic instrument, which includes a two tier paper pencil test and post-test interviews, was conducted to investigate 1261 Taiwanese Grades 4–9 pupils’ misconceptions in learning the particle theory of gases. This instrument includes eight important concepts of gases, such as gas is made of particles, there is empty space and interaction between particles, particles are in constant motion, particles have mass, heating changes the volume of a gas, and the fundamental characteristics of matter in gaseous state, evaporation and condensation etc. Each item on the written test consists of a content question having four choices, followed by a space for the pupil to write in the reason why the particular choice was selected. Two months after the written test, 96 of the participating students were interviewed individually and in depth. Four pairs and 16 sets of combinations (24 = 16) of characteristic categories of the particle theory of matter have been used to code, classify and sequence the quantitative data collected from the written test and post test interviews. This new method for coding and classification helped us to find several significant findings, they are (1) at least 50% of all of the pupils do not believe air has fundamental composition; (2) 15% grades 4–9 pupils could not distinguish the different meanings between compositions, origin, and cause of air; (3) about 20% grades 4–9 pupils could not tell the difference between processes, results and cause of air; (4) about 25% consider properties (e.g. fragrance) as materials, or that properties (fragrance) can be isolated from materials (e.g. perfume = water + fragrance); (5) 2% grades 4–6 believe that objects (or properties) can produce new materials (similar to the function of seeds); (6) about 50% grades 4–6 and 10% grades 7–9 pupils could not differentiate cause and effect or cause and process. The cognitive patterns, models, levels and frequencies distributions of pupils in learning the particulate theory of gas are summarized in tabular form. Some interesting features and the most common misconceptions generalized from the empirical data are discussed and compared with the findings in other countries. Specific educational implications of these research findings for science education are proposed.

Keywords: misconceptions; cognitive patterns; particle model of matter; mechanism and reductionism; Atomism

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