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ERIC Number: EJ1067696
Record Type: Journal
Publication Date: 2015-Jul
Pages: 4
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: EISSN-1756-1108
Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations
Langbeheim, Elon
Chemistry Education Research and Practice, v16 n3 p697-700 Jul 2015
The article, "Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes" (Smith and Villarreal, 2015), reports that a substantial proportion of undergraduate students expressed misconceived ideas regarding the motion of particles in liquids and solids. Identifying the productive resources that students hold, instead of trying to refute the erroneous idea as a whole, can be conducive for developing a more sophisticated and nuanced scientific understanding and reducing other erroneous conceptions. Through a reinterpretation of the study, this article claims that the illustration that accompanied the question in the study (Smith and Villarreal, 2015) was probably a major source for the seemingly incorrect reasoning that many students used. The author of this article argues that a closer look at the question and student answers reveals that students might have used productive "mechanistic" knowledge resources that can be beneficial for explaining complex scientific phenomena.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A