Framing students’ progression in understanding matter: a review of previous research

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2014-07-03 DOI:10.1080/03057267.2014.945829
Jan Christoph Hadenfeldt, Xiufeng Liu, K. Neumann
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引用次数: 41

Abstract

This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students’ conceptions of matter published in peer-reviewed journals has increased significantly. These studies investigated how students conceptualise matter, to what extent students are able to explain everyday phenomena or how students develop an understanding of matter over time. In order to understand how students progress in their understanding of matter, what they understand easily and where they have difficulties, there is a need to identify common patterns across the available studies. The first substantial review of research on students’ conception was provided in the 1990s with the aim to organise students’ understanding of matter into four categories: students’ conceptions about (1) chemical reactions, (2) physical states and their changes, (3) atoms, molecules and particle systems and (4) conservation. The aim of this review and analysis is to identify how subsequent research on students’ conceptions of matter adds to this framework. The last comprehensive review of research on students’ understanding of matter was carried out in the early 2000s. Thus, we analysed studies on students’ conceptions of matter published within the last decade in five peer-reviewed journals of science education. Our findings suggest that research has moved from categorising students’ conceptions to analysing students’ progression in understanding matter. Based on our findings, we also identified typical pathways by which students may develop over time related to the four categories identified in previous reviews. As a conclusion, we present a model describing students’ progression in understanding matter which may contribute to the development of a K-12 learning progression of matter.
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构建学生理解物质的进程:对以往研究的回顾
这份手稿提出了对学生如何概念化物质的研究的系统回顾。理解物质的结构和性质是科学素养的重要组成部分。在过去的几十年里,发表在同行评议期刊上的关于学生对物质概念的研究数量显著增加。这些研究调查了学生如何概念化物质,学生在多大程度上能够解释日常现象,以及学生如何随着时间的推移发展对物质的理解。为了了解学生对事物的理解是如何进步的,他们容易理解的是什么,他们在哪里有困难,有必要确定现有研究的共同模式。对学生概念研究的第一次实质性回顾是在20世纪90年代,目的是将学生对物质的理解分为四类:学生对(1)化学反应的概念,(2)物理状态及其变化的概念,(3)原子、分子和粒子系统的概念,以及(4)守恒的概念。这篇综述和分析的目的是确定学生对物质概念的后续研究如何添加到这个框架中。最后一次对学生对物质理解的研究进行全面回顾是在21世纪初。因此,我们分析了在过去十年中发表在五个同行评议的科学教育期刊上的关于学生对物质概念的研究。我们的研究结果表明,研究已经从对学生的概念进行分类转向分析学生在理解事物方面的进展。根据我们的发现,我们还确定了学生可能随着时间的推移发展的典型途径,这些途径与之前综述中确定的四类相关。作为结论,我们提出了一个描述学生在理解物质方面的进展的模型,这可能有助于K-12物质学习进展的发展。
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
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