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Elementary to High School Students' Growth over an Academic Year in Understanding Concepts of Matter

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Xiufeng Liu

Department of Learning and Instruction, Graduate School of Education, State University of New York at Buffalo, Buffalo, NY 14260-1000

J. Chem. Educ., 2007, 84 (11), p 1853

DOI: 10.1021/ed084p1853

Publication Date (Web): November 1, 2007

Section:

History, Education, and Documentation

Abstract

This paper reports findings on the changes in students' understandings of the concept of matter during an academic year, for students from grade 3 through high school chemistry. The instrument for measuring students' understandings of matter consists of three forms: one for grades 3–6, one for grades 7–9, and one for grades 10–12. The three forms are linked by common items. Students' scores on the three forms are converted into Rasch scale scores so that direct comparison among students of different grades is possible. The findings show that students' understandings of four aspects of the concept of matter—structure and composition of matter, chemical properties and change, physical properties and change, and conservation of matter—are interrelated; students develop their understandings of matter gradually from elementary through high school with no apparent spurt, although their understanding does not change significantly during an academic year.

Keywords (Audience):

Elementary / Middle School Science

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Constructivism

Keywords (Subject):

Atomic Properties / Structure

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Using Rasch Measurement To Develop a Computer Modeling-Based Instrument To Assess Students’ Conceptual Understanding of Matter
Silin Wei, Xiufeng Liu, Zuhao Wang, and Xingqiao Wang
Journal of Chemical Education2012 Article ASAP
- Using Rasch Measurement To Develop a Computer Modeling-Based Instrument To Assess Students’ Conceptual Understanding of Matter
  Silin Wei, Xiufeng Liu, Zuhao Wang, and Xingqiao Wang
  Journal of Chemical Education2012 Article ASAP
  Research suggests that difficulty in making connections among three levels of chemical representations—macroscopic, submicroscopic, and symbolic—is a primary reason for student alternative conceptions of chemistry concepts, and computer modeling is ...
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