ERIC Number: EJ1067681
Record Type: Journal
Publication Date: 2015-Jul
Reference Count: 2
A Reply to ''Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations. A Response to ''Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes'' by Smith and Villarreal (2015)''
Smith, K. Christopher; Villarreal, Savannah
Chemistry Education Research and Practice, v16 n3 p701-703 Jul 2015
In this reply to Elon Langbeheim's response to an article recently published in this journal, authors Smith and Villarreal identify several types of general chemistry students' misconceptions concerning the concept of particle position during physical change. They focus their response on one of the misconceptions identified as such: Given a solid sample of a substance, some students did not think that a selected particle would move far from its original position throughout the reversible physical changes of melting and dissolving. Smith and Villarreal conducted pilot studies in which they tested and refined their data collection instruments. The original data collection instruments used in the first pilot study are presented in Fig. 1 and 2. These data collection instruments were refined to their final form in the published study (Smith and Villarreal, 2015), and the authors stand by the soundness of the interpretation of their results in the published work.
Descriptors: Chemistry, Science Instruction, Scientific Concepts, Misconceptions, Animation, Teaching Methods, Knowledge Level, Molecular Structure, Concept Formation
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A