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Liu, Xiufeng – School Science and Mathematics, 2006
Using the US national sample from the 1995 Third International Mathematics and Science Study (TIMSS), this study examined students' competence levels in understanding the matter concept at grades 3, 4, 7, 8 and high school graduation, and compared them to the expectations in the US national science education standards. It was found that…
Descriptors: Mechanics (Physics), Science Curriculum, Scientific Literacy, Chemistry
Peer reviewed
Friedel, Arthur W.; And Others – School Science and Mathematics, 1990
Discussed is the effectiveness of using analogies in chemistry instruction. Students' mathematics anxiety, spatial visualization skill, and proportional reasoning ability were found to be important aptitudes for determining chemistry achievement. The relationship between analogs and algorithms is described. (KR)
Descriptors: Academic Achievement, Algorithms, Chemistry, Cognitive Development
Peer reviewed
Stavy, Ruth – School Science and Mathematics, 1991
The development of students' (n=80) conceptions of matter was investigated. Students' ideas about matter were examined by asking students to verbally explain what matter means and to classify items into matter and nonmatter. A major difficulty is indicated by students regarding the concept of matter. (KR)
Descriptors: Chemistry, Classification, Concept Formation, Elementary Secondary Education
Peer reviewed
Gabel, Dorothy L.; Stockton, Jamie D.; Monaghan, Diane L.; MaKinster, James G. – School Science and Mathematics, 2001
Examines children's understanding of burning focusing on questions such as: "What are children's views of burning prior to and after instruction?," and "Do children's views become more scientific?" A significant difference was found in children's understanding before and after instruction. (Author/MM)
Descriptors: Chemistry, Concept Formation, Elementary Secondary Education, Heat