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Should we teach primary pupils about chemical change?


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


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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.
Klassifikation Unterricht, Didaktik
Freie Schlagwörter chemical phenomena; particle ideas; pupils' explanations; chemistry education; primary school
Sprache Dokument Englisch
Publikationsjahr 2010
Seitenangabe S. 1647-1664
Zeitschriftentitel International Journal of Science Education, 32 (2010) 12
DOI http://dx.doi.org/10.1080/09500690903173650
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)