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ERIC Number: EJ1003085
Record Type: Journal
Publication Date: 2013-Jun
Pages: 27
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-0157-244X
Using Multiple Representations to Promote Grade 11 Students' Scientific Understanding of the Particle Theory of Matter
Adadan, Emine
Research in Science Education, v43 n3 p1079-1105 Jun 2013
This study explored two groups of Grade 11 (age 16-17) students' conceptual understandings about aspects of particle theory before, immediately after, and 3 months after instruction with multiple representations (IMR) and instruction with verbal representations (IVR). Data sources included open-ended questionnaires, interviews, and student artifacts. The data were analyzed using statistical and descriptive methods to compare the extent of change and persistence in the IMR and IVR students' conceptual understandings of particle theory. The results indicated that the students held similar, but poor understandings of particle theory prior to any instruction. After instruction, the IMR students outperformed the IVR students in terms of developing scientific understandings about each aspect of particle theory and maintaining such understandings over a period of time. The results demonstrated that carefully designed instruction using multiple representations can be very efficacious in promoting and maintaining students' scientific understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A