The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds
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The aim of this research was to diagnose the students’ problems in the process of connecting the
macroscopic, submicroscopic and symbolic level of representation of physical and chemical changes of
substances and to investigate the potential of demonstration experiments for the purpose of eliminating
those problems. A total of 63 students (31 boys and 32 girls) attending the seventh grade of three primary
schools in Belgrade participated in this research. The data were collected using a test and an interview
which was conducted according to the protocol. The students completed a worksheet with requirements
related to the demonstration experiments. The worksheet had been designed in such a way so that it
guided the students in the process of considering the changes of substances and the analysis of their
answers provided an insight into how that process had gone. The work with each class included: pretesting,
completing the worksheet, post-testing and postponed testing. In orde...r to compare the students’
achievements before and after observing demonstration experiments, the same test was used for the
purpose of the pre- and post-testing. After the lesson, four students from each class (12 students
altogether) were interviewed. Three months later, at the beginning of the following school year, the
students were tested again using the same test (postponed testing).
In the post-test, which was administered immediately after observing the demonstration
experiments, a larger number of students gave correct answers to eight out of nine tasks compared to the
pre-test (for one task the number of correct answers was the same in both tests). For one of the eight tasks
which had been done better, the difference in the percentage of correct answers was statistically
significant. The analysis of worksheets showed that the percentage of students who had provided a correct
answer decreased as the complexity of the mental processes required from the students increased, while
the percentage of the ones who did not provide an answer increased. The analysis of the answers in the
interviews pointed out the problems in connecting the symbolic, submicroscopic and macroscopic level of
representing substances and their changes. In the postponed testing, the students had better achievements
in seven tasks compared to the pre-test, and in two tasks compared to the post-test. The statistically
significant difference in the percentage of correct answers, which was found by comparing the results of
the post-test and the pre-test, was also found for the same task when the results of the postponed test and
the pre-test were compared. That task could be related with the observed demonstration experiments.
Извор:
15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book, 2020Издавач:
- Weizmann Institute of Science
- EuChemS
- The Israel Chemical Society
- IUPAC
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Институција/група
Hemijski fakultet / Faculty of ChemistryTY - CONF AU - Trivić, Dragica AU - Milanović, Vesna D. PY - 2020 UR - http://cherry.chem.bg.ac.rs/handle/123456789/5810 AB - The aim of this research was to diagnose the students’ problems in the process of connecting the macroscopic, submicroscopic and symbolic level of representation of physical and chemical changes of substances and to investigate the potential of demonstration experiments for the purpose of eliminating those problems. A total of 63 students (31 boys and 32 girls) attending the seventh grade of three primary schools in Belgrade participated in this research. The data were collected using a test and an interview which was conducted according to the protocol. The students completed a worksheet with requirements related to the demonstration experiments. The worksheet had been designed in such a way so that it guided the students in the process of considering the changes of substances and the analysis of their answers provided an insight into how that process had gone. The work with each class included: pretesting, completing the worksheet, post-testing and postponed testing. In order to compare the students’ achievements before and after observing demonstration experiments, the same test was used for the purpose of the pre- and post-testing. After the lesson, four students from each class (12 students altogether) were interviewed. Three months later, at the beginning of the following school year, the students were tested again using the same test (postponed testing). In the post-test, which was administered immediately after observing the demonstration experiments, a larger number of students gave correct answers to eight out of nine tasks compared to the pre-test (for one task the number of correct answers was the same in both tests). For one of the eight tasks which had been done better, the difference in the percentage of correct answers was statistically significant. The analysis of worksheets showed that the percentage of students who had provided a correct answer decreased as the complexity of the mental processes required from the students increased, while the percentage of the ones who did not provide an answer increased. The analysis of the answers in the interviews pointed out the problems in connecting the symbolic, submicroscopic and macroscopic level of representing substances and their changes. In the postponed testing, the students had better achievements in seven tasks compared to the pre-test, and in two tasks compared to the post-test. The statistically significant difference in the percentage of correct answers, which was found by comparing the results of the post-test and the pre-test, was also found for the same task when the results of the postponed test and the pre-test were compared. That task could be related with the observed demonstration experiments. PB - Weizmann Institute of Science PB - EuChemS PB - The Israel Chemical Society PB - IUPAC C3 - 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book T1 - The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds UR - https://hdl.handle.net/21.15107/rcub_cherry_5810 ER -
@conference{ author = "Trivić, Dragica and Milanović, Vesna D.", year = "2020", abstract = "The aim of this research was to diagnose the students’ problems in the process of connecting the macroscopic, submicroscopic and symbolic level of representation of physical and chemical changes of substances and to investigate the potential of demonstration experiments for the purpose of eliminating those problems. A total of 63 students (31 boys and 32 girls) attending the seventh grade of three primary schools in Belgrade participated in this research. The data were collected using a test and an interview which was conducted according to the protocol. The students completed a worksheet with requirements related to the demonstration experiments. The worksheet had been designed in such a way so that it guided the students in the process of considering the changes of substances and the analysis of their answers provided an insight into how that process had gone. The work with each class included: pretesting, completing the worksheet, post-testing and postponed testing. In order to compare the students’ achievements before and after observing demonstration experiments, the same test was used for the purpose of the pre- and post-testing. After the lesson, four students from each class (12 students altogether) were interviewed. Three months later, at the beginning of the following school year, the students were tested again using the same test (postponed testing). In the post-test, which was administered immediately after observing the demonstration experiments, a larger number of students gave correct answers to eight out of nine tasks compared to the pre-test (for one task the number of correct answers was the same in both tests). For one of the eight tasks which had been done better, the difference in the percentage of correct answers was statistically significant. The analysis of worksheets showed that the percentage of students who had provided a correct answer decreased as the complexity of the mental processes required from the students increased, while the percentage of the ones who did not provide an answer increased. The analysis of the answers in the interviews pointed out the problems in connecting the symbolic, submicroscopic and macroscopic level of representing substances and their changes. In the postponed testing, the students had better achievements in seven tasks compared to the pre-test, and in two tasks compared to the post-test. The statistically significant difference in the percentage of correct answers, which was found by comparing the results of the post-test and the pre-test, was also found for the same task when the results of the postponed test and the pre-test were compared. That task could be related with the observed demonstration experiments.", publisher = "Weizmann Institute of Science, EuChemS, The Israel Chemical Society, IUPAC", journal = "15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book", title = "The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds", url = "https://hdl.handle.net/21.15107/rcub_cherry_5810" }
Trivić, D.,& Milanović, V. D.. (2020). The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds. in 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book Weizmann Institute of Science.. https://hdl.handle.net/21.15107/rcub_cherry_5810
Trivić D, Milanović VD. The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds. in 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book. 2020;. https://hdl.handle.net/21.15107/rcub_cherry_5810 .
Trivić, Dragica, Milanović, Vesna D., "The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds" in 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book (2020), https://hdl.handle.net/21.15107/rcub_cherry_5810 .