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Should we teach primary pupils about chemical change?

[journal article]

Papageorgiou, George; Grammaticopoulou, Maria; Johnson, Phil Michael

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-257038

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Abstract Thirty six pupils from three 6th grade classes (ages 11/12, n=75) in Greece were interviewed pre and post intervention in a piece of research on explanations of chemical phenomena. Software concerning chemical phenomena was incorporated in a teaching scheme, where the particle theory was used. After 13 hours intervention, pupils' explanations were categorized in five discrete categories. Only a few pupils could give satisfactory explanations, involving the integration of particle ideas at the level of atoms. The idea of chemical change seemed to be very difficult for the majority of pupils. Implications for the teaching of chemical phenomena at young ages are discussed.
Classification Curriculum, Teaching, Didactics
Free Keywords chemical phenomena; particle ideas; pupils' explanations; chemistry education; primary school
Document language English
Publication Year 2010
Page/Pages p. 1647-1664
Journal International Journal of Science Education, 32 (2010) 12
DOI http://dx.doi.org/10.1080/09500690903173650
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)