Cart
Article
Using Particulate Drawings to Determine and Improve Students' Conceptions of Pure Substances and Mixtures
Hi-Res PDFPurchase the full-text
- PDF/HTML,
figures/images,
references and tables,
(where available)
Abstract
Students were interviewed to identify the ways in which they classify particulate drawings as pure substances or heterogeneous or homogeneous mixtures. Those who successfully classified the heterogeneous and homogeneous mixtures used a "randomly mixed" definition. Unsuccessful students were more likely to use a "visual" or "sampling" definition. Some students' difficulties in classifying these drawings can be attributed to their applying macroscopic definitions (such as the visual or sampling definitions) to microscopic drawings. An instructional lesson was developed that incorporated the randomly mixed definition, computer-generated visuals at the microscopic level, and physical samples of these substances at the macroscopic level. It was administered to another set of students. Those who received this instruction were more likely to correctly identify particulate drawings of liquids, pure compounds, heterogeneous mixtures, homogeneous mixtures, elements, and compounds than students who received traditional instruction. As a result of the new lesson, students' interpretations of particulate drawings of pure compounds and heterogeneous and homogeneous mixtures appeared to evolve from the assumption that all mixtures are heterogeneous and that pure compounds are homogeneous mixtures to the correct classifications.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Misconceptions / Discrepant EventsKeywords (Subject):
Kinetic-Molecular TheoryCiting Articles
Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 17 ACS Journal articles (5 most recent appear below).
Evidence for the Effectiveness of Inquiry-Based, Particulate-Level Instruction on Conceptions of the Particulate Nature of Matter
Chad A. Bridle and Ellen J. YezierskiJournal of Chemical Education2012 89 (2), 192-198Evidence for the Effectiveness of Inquiry-Based, Particulate-Level Instruction on Conceptions of the Particulate Nature of Matter
Chad A. Bridle and Ellen J. YezierskiJournal of Chemical Education2012 89 (2), 192-198Research has shown that students in traditional college-preparatory chemistry courses become masters of mathematical equations without an understanding of the conceptual basis for the mathematical relationships. This problem is rooted not only in what ...
Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey
Marilyne Stains, Marta Escriu-Sune, Myrna Lisseth Molina Alvarez de Santizo, and Hannah SevianJournal of Chemical Education2011 Article ASAPAssessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey
Marilyne Stains, Marta Escriu-Sune, Myrna Lisseth Molina Alvarez de Santizo, and Hannah SevianJournal of Chemical Education2011 Article ASAPDevelopment of learning progressions has been at the forefront of science education for several years. While understanding students’ conceptual development toward “big ideas” in science is extremely valuable for researchers, science teachers can also ...
Particulate Pictures and Kinetic-Molecular Theory Concepts: Seizing an Opportunity
Mark J. WanerJournal of Chemical Education2010 87 (9), 924-927Particulate Pictures and Kinetic-Molecular Theory Concepts: Seizing an Opportunity
Mark J. WanerJournal of Chemical Education2010 87 (9), 924-927This work examines commonly used particulate-level pictures meant to illustrate gases. These pictures are found throughout textbooks in the middle grades through the college level, as well as in questions frequently used to assess conceptual learning in ...
The Effects of a Two-Year Molecular Visualization Experience on Teachers' Attitudes, Content Knowledge, and Spatial Ability
Thomas J. José , Vickie M. WilliamsonJournal of Chemical Education2008 85 (5), 718The Effects of a Two-Year Molecular Visualization Experience on Teachers' Attitudes, Content Knowledge, and Spatial Ability
Thomas J. José , Vickie M. WilliamsonJournal of Chemical Education2008 85 (5), 718This study measures changes in teachers' attitudes, content knowledge, and spatial ability following a two-year visualization workshop experience. The workshop involved intensive, half-day sessions over three weeks for two consecutive summers, in which ...
The Particulate Nature of Matter: An Example of How Theory-Based Research Can Impact the Field
Vickie M. Williamson2008 976 (), 67-78The Particulate Nature of Matter: An Example of How Theory-Based Research Can Impact the Field
Vickie M. Williamson2008 976 (), 67-78The Particulate Nature of Matter is vital to understanding chemistry. Chemists explain phemonena in terms of particle behavior. Several chemical education research studies have helped expand the theory of how students learn about particle behavior. Early ...
Full Text HTMLTools
-
Add to Favorites
-
Download Citation
-
Email a Colleague -
Permalink
Order Reprints
Rights & Permissions
Citation Alerts
History
- Received: August 03, 2009
ACS
Network
Facebook
Tweet This
CiteULike
Newsvine
Digg This
Delicious
