Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study
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In order to explain the development of understanding of chemical concepts at the
macroscopic, submicroscopic and symbolic level over time, models of the expanding
triangle and rising iceberg are proposed. In order to validate the two models, this
study examined whether the depth of understanding of the concepts physical and
chemical changes at each of the levels significantly changes with the age of students,
whether selected age groups exhibit significant differences in understanding at the
three levels, and whether findings for these age groups differ. Therefore, 121 14-yearold, 108 16-year-old and 112 19-year-old students completed the test that checked
their understanding of the aforementioned concepts, at all three levels. The 16-
and 19-year-old students significantly outperformed the 14-year-old students at
each of the levels, while all age groups showed significantly better understanding
of physical and chemical changes at the macroscopic and symbolic, in comparison
...to the submicroscopic level. It was concluded that, while the proposed models are
generally valid, the applied teaching approaches and the composition of the chemistry
curriculum have a profound impact on the development of students’ conceptual
understanding, at all three levels of chemistry knowledge.
Keywords:
expanding triangle model / magnesium oxidation / rising iceberg model / sublimation of waterSource:
Croatian journal of education, 2022, 24, 1, 161-188Publisher:
- The Faculty of Teacher Education of the University of Zagreb, Croatia
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Inovacioni centar / Innovation CentreTY - JOUR AU - Putica, Katarina PY - 2022 UR - http://cherry.chem.bg.ac.rs/handle/123456789/5184 AB - In order to explain the development of understanding of chemical concepts at the macroscopic, submicroscopic and symbolic level over time, models of the expanding triangle and rising iceberg are proposed. In order to validate the two models, this study examined whether the depth of understanding of the concepts physical and chemical changes at each of the levels significantly changes with the age of students, whether selected age groups exhibit significant differences in understanding at the three levels, and whether findings for these age groups differ. Therefore, 121 14-yearold, 108 16-year-old and 112 19-year-old students completed the test that checked their understanding of the aforementioned concepts, at all three levels. The 16- and 19-year-old students significantly outperformed the 14-year-old students at each of the levels, while all age groups showed significantly better understanding of physical and chemical changes at the macroscopic and symbolic, in comparison to the submicroscopic level. It was concluded that, while the proposed models are generally valid, the applied teaching approaches and the composition of the chemistry curriculum have a profound impact on the development of students’ conceptual understanding, at all three levels of chemistry knowledge. PB - The Faculty of Teacher Education of the University of Zagreb, Croatia T2 - Croatian journal of education T1 - Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study VL - 24 IS - 1 SP - 161 EP - 188 DO - 10.15516/cje.v24i1.4115 ER -
@article{ author = "Putica, Katarina", year = "2022", abstract = "In order to explain the development of understanding of chemical concepts at the macroscopic, submicroscopic and symbolic level over time, models of the expanding triangle and rising iceberg are proposed. In order to validate the two models, this study examined whether the depth of understanding of the concepts physical and chemical changes at each of the levels significantly changes with the age of students, whether selected age groups exhibit significant differences in understanding at the three levels, and whether findings for these age groups differ. Therefore, 121 14-yearold, 108 16-year-old and 112 19-year-old students completed the test that checked their understanding of the aforementioned concepts, at all three levels. The 16- and 19-year-old students significantly outperformed the 14-year-old students at each of the levels, while all age groups showed significantly better understanding of physical and chemical changes at the macroscopic and symbolic, in comparison to the submicroscopic level. It was concluded that, while the proposed models are generally valid, the applied teaching approaches and the composition of the chemistry curriculum have a profound impact on the development of students’ conceptual understanding, at all three levels of chemistry knowledge.", publisher = "The Faculty of Teacher Education of the University of Zagreb, Croatia", journal = "Croatian journal of education", title = "Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study", volume = "24", number = "1", pages = "161-188", doi = "10.15516/cje.v24i1.4115" }
Putica, K.. (2022). Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study. in Croatian journal of education The Faculty of Teacher Education of the University of Zagreb, Croatia., 24(1), 161-188. https://doi.org/10.15516/cje.v24i1.4115
Putica K. Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study. in Croatian journal of education. 2022;24(1):161-188. doi:10.15516/cje.v24i1.4115 .
Putica, Katarina, "Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study" in Croatian journal of education, 24, no. 1 (2022):161-188, https://doi.org/10.15516/cje.v24i1.4115 . .