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International Journal of Science Education Volume 29, 2007 - Issue 5
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RESEARCH REPORT

Classification of Chemical Substances using Particulate Representations of Matter: An analysis of student thinking

Marilyne Stains University of Arizona, USA
&
Vicente Talanquer University of Arizona, USACorrespondence[email protected]
Pages 643-661 | Published online: 26 Mar 2007

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Ilana A. Manneh, Carl-Johan Rundgren, Karim M. Hamza & Lars Eriksson. (2018) Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms. International Journal of Science Education 40:16, pages 2023-2043.
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Courtney Ngai, Hannah Sevian & Vicente Talanquer. (2014) What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity. International Journal of Science Education 36:14, pages 2438-2461.
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George Papageorgiou, Maria Grammaticopoulou & Phil Michael Johnson. (2010) Should we Teach Primary Pupils about Chemical Change?. International Journal of Science Education 32:12, pages 1647-1664.
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Iztok Devetak & Saša Aleksij Glažar. (2010) The Influence of 16‐year‐old Students’ Gender, Mental Abilities, and Motivation on their Reading and Drawing Submicrorepresentations Achievements. International Journal of Science Education 32:12, pages 1561-1593.
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Vicente Talanquer. (2022) The Complexity of Reasoning about and with Chemical Representations. JACS Au 2:12, pages 2658-2669.
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Miguel Reina, Hervé This & Antonio Reina. (2022) Improving the Understanding of Chemistry by Using the Right Words: A Clear-Cut Strategy to Avoid Misconceptions When Talking about Elements, Atoms, and Molecules. Journal of Chemical Education 99:8, pages 2999-3006.
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Kelli R. Galloway, Min Wah Leung & Alison B. Flynn. (2018) A Comparison of How Undergraduates, Graduate Students, and Professors Organize Organic Chemistry Reactions. Journal of Chemical Education 95:3, pages 355-365.
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Edenia Maria Ribeiro do Amaral, João Roberto Ratis Tenório da Silva & Jaqueline Dantas Sabino. (2018) Analysing processes of conceptualization for students in lessons on substance from the emergence of conceptual profile zones. Chemistry Education Research and Practice 19:4, pages 1010-1028.
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D. Amanda Vilardo, Ann H. MacKenzie & Ellen J. Yezierski. (2016) Using Students’ Conceptions of Air To Evaluate a Guided-Inquiry Activity Classifying Matter Using Particulate Models. Journal of Chemical Education 94:2, pages 206-210.
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Stefan M. Irby, Andy L. Phu, Emily J. Borda, Todd R. Haskell, Nicole Steed & Zachary Meyer. (2016) Use of a card sort task to assess students' ability to coordinate three levels of representation in chemistry. Chemistry Education Research and Practice 17:2, pages 337-352.
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Steven Cullipher & Hannah Sevian. (2015) Atoms versus Bonds: How Students Look at Spectra. Journal of Chemical Education 92:12, pages 1996-2005.
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Tang Wee Teo, Mei Ting Goh & Leck Wee Yeo. (2014) Chemistry education research trends: 2004–2013. Chem. Educ. Res. Pract. 15:4, pages 470-487.
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James M. Nyachwaya, Abdi-Rizak M. Warfa, Gillian H. Roehrig & Jamie L. Schneider. (2014) College chemistry students' use of memorized algorithms in chemical reactions. Chem. Educ. Res. Pract. 15:1, pages 81-93.
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Iztok Devetak & Saša A. Glažar. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 103 126 .
Sevgi Kingir, Omer Geban & Murat Gunel. (2012) Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture. Research in Science Education 43:4, pages 1645-1663.
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Jenine Maeyer & Vicente Talanquer. (2013) Making predictions about chemical reactivity: Assumptions and heuristics. Journal of Research in Science Teaching 50:6, pages 748-767.
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Chad A. Bridle & Ellen J. Yezierski. (2011) Evidence for the Effectiveness of Inquiry-Based, Particulate-Level Instruction on Conceptions of the Particulate Nature of Matter. Journal of Chemical Education 89:2, pages 192-198.
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Umesh Ramnarain & Aleyamma Joseph. (2012) Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena. Chem. Educ. Res. Pract. 13:4, pages 462-470.
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Karen Christian & Vicente Talanquer. (2012) Modes of reasoning in self-initiated study groups in chemistry. Chem. Educ. Res. Pract. 13:3, pages 286-295.
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Marilyne Stains, Marta Escriu-Sune, Myrna Lisseth Molina Alvarez de Santizo & Hannah Sevian. (2011) Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey. Journal of Chemical Education 88:10, pages 1359-1365.
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Philip Johnson & Peter Tymms. (2011) The emergence of a learning progression in middle school chemistry. Journal of Research in Science Teaching 48:8, pages 849-877.
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Jenine Maeyer & Vicente Talanquer. (2010) The role of intuitive heuristics in students' thinking: Ranking chemical substances. Science Education 94:6, pages 963-984.
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Sinikka M. Smothers & M. Jenice Goldston. (2009) Atoms, elements, molecules, and matter: An investigation into the congenitally blind adolescents' conceptual frameworks on the nature of matter. Science Education 94:3, pages 448-477.
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Cho-Yi Nam, Kyu-Suk Park & Seoung-Hey Paik. (2009) A Study of the Secondary School Science Teachers' Perceptions Related to Basic Particles. Journal of the Korean Chemical Society 53:6, pages 774-783.
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Marilyne Stains & Vicente Talanquer. (2007) Classification of chemical reactions: Stages of expertise. Journal of Research in Science Teaching 45:7, pages 771-793.
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Vicente Talanquer. (2007) Students' predictions about the sensory properties of chemical compounds: Additive versus emergent frameworks. Science Education 92:1, pages 96-114.
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