Citations (71)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (18)
Ann-Sofi Härmälä-Braskén, Kirsti Hemmi & Berit Kurtén. (2020) Misconceptions in chemistry among Finnish prospective primary school teachers – a long-term study. International Journal of Science Education 42:9, pages 1447-1464.
Read now
Read now
Anna Vikström. (2014) What Makes the Difference? Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter. Journal of Science Teacher Education 25:6, pages 709-727.
Read now
Read now
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.
Read now
Read now
Jan Christoph Hadenfeldt, Xiufeng Liu & Knut Neumann. (2014) Framing students’ progression in understanding matter: a review of previous research. Studies in Science Education 50:2, pages 181-208.
Read now
Read now
Mizrap Bulunuz. (2013) Teaching science through play in kindergarten: does integrated play and science instruction build understanding?. European Early Childhood Education Research Journal 21:2, pages 226-249.
Read now
Read now
George Papageorgiou, Dimitrios Stamovlasis & Philip Johnson. (2013) Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course. Journal of Science Teacher Education 24:4, pages 763-787.
Read now
Read now
John Settlage. (2013) On Acknowledging PCK’s Shortcomings. Journal of Science Teacher Education 24:1, pages 1-12.
Read now
Read now
George Papageorgiou, Dimitrios Stamovlasis & Phil
Michael Johnson. (2010) Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in‐service training course. International Journal of Science Education 32:5, pages 629-652.
Read now
Read now
Vicente Talanquer. (2009) On Cognitive Constraints and Learning Progressions: The case of “structure of matter”. International Journal of Science Education 31:15, pages 2123-2136.
Read now
Read now
Lena Löfgren & Gustav Helldén. (2009) A Longitudinal Study Showing how Students use a Molecule Concept when Explaining Everyday Situations. International Journal of Science Education 31:12, pages 1631-1655.
Read now
Read now
Karina Adbo & KeithS. Taber. (2009) Learners’ Mental Models of the Particle Nature of Matter: A study of 16‐year‐old Swedish science students. International Journal of Science Education 31:6, pages 757-786.
Read now
Read now
Jazilah Othman, DavidF. Treagust & A. L. Chandrasegaran. (2008) An Investigation into the Relationship between Students’ Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding. International Journal of Science Education 30:11, pages 1531-1550.
Read now
Read now
John Twidle. (2006) Is the concept of conservation of volume in solids really more difficult than for liquids, or is the way we test giving us an unfair comparison?. Educational Research 48:1, pages 93-109.
Read now
Read now
Tina Jarvis, Frankie McKeon & Neil Taylor. (2005) Promoting conceptual change in pre‐service primary teachers through intensive small group problem‐solving activities. Canadian Journal of Science, Mathematics and Technology Education 5:1, pages 21-39.
Read now
Read now
George Papageorgiou & Philip Johnson. (2005) Do Particle Ideas Help or Hinder Pupils’ Understanding of Phenomena?. International Journal of Science Education 27:11, pages 1299-1317.
Read now
Read now
Dušan Krnel, Rod Watson & Saša A. Glažar. (2005) The development of the concept of ‘matter’: a cross‐age study of how children describe materials. International Journal of Science Education 27:3, pages 367-383.
Read now
Read now
Ingemar Holgersson & Lena Löfgren. (2004) A long‐term study of students’ explanations of transformations of matter. Canadian Journal of Science, Mathematics and Technology Education 4:1, pages 77-96.
Read now
Read now
Philip Johnson. (2000) Children's understanding of substances, part 1: recognizing chemical change. International Journal of Science Education 22:7, pages 719-737.
Read now
Read now
Articles from other publishers (53)
Filiz SONKAYA & Sule BAYRAKTAR. (2022) Eğlenceli Fen Etkinlikleri Aracılığıyla Okul Öncesi Dönem Çocuklarının Bazı Fen Kavramlarıyla İlgili Zihinsel Modellerinin İncelenmesi. e-International Journal of Educational Research.
Crossref
Crossref
Eva Hejnová. (2022) COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS’ AND LOWER-SECONDARY LEARNERS’ UNDERSTANDING THE PARTICULATE NATURE OF MATTER. Journal of Baltic Science Education 21:4, pages 558-574.
Crossref
Crossref
Fatima Baji & Carole Haeusler. (2021) Introducing Iranian Primary Children to Atoms and Molecules. Research in Science Education 52:4, pages 1387-1418.
Crossref
Crossref
Mythili Ramchand. (2022) Pedagogic Content Knowledge of Science: A Framework for Practice and Construct for Understanding Teacher Preparation. Contemporary Education Dialogue 19:2, pages 281-303.
Crossref
Crossref
Dragica TrivićD.D., Lidija RalevićR.R. & Biljana TomaševićI.I.. (2021) Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. Inovacije u nastavi 34:3, pages 95-109.
Crossref
Crossref
Raúl Orduña Picón, Hannah Sevian & Eduardo F. Mortimer. (2020) Conceptual Profile of Substance. Science & Education 29:5, pages 1317-1360.
Crossref
Crossref
Michael C. Wittmann, Laura A. Millay, Carolina Alvarado, Levi Lucy, Joshua Medina & Adam Rogers. (2019) Applying the resources framework of teaching and learning to issues in middle school physics instruction on energy. American Journal of Physics 87:7, pages 535-542.
Crossref
Crossref
Eva Hejnová & Jiří Králík. Images of atoms in physics textbooks for lower secondary schools vs. misconceptions of pupils about atoms. Images of atoms in physics textbooks for lower secondary schools vs. misconceptions of pupils about atoms.
Robert Gunnarsson, Björn Hellquist, Helge Strömdahl & Dusan Zelic. (2018) Secondary school science teachers' arguments for the particulate nature of matter. Journal of Research in Science Teaching 55:4, pages 503-525.
Crossref
Crossref
Nurdiana Abdullah, Nur Bahiyah Abdul Wahab, Taufik Lock Kim Wai & Johari Surif. (2018) Micro Imagination: Imagination with an Alternative Framework in a Chemistry Class. MATEC Web of Conferences 215, pages 02013.
Crossref
Crossref
Arzu KİRMAN BİLGİN & Nevzat YİĞİT. (2017) Investigation of Effectiveness of Teaching Materials Based on REACT Strategy on Revelation of the Relationship between "Density" Concept and Contexts. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, pages 495-519.
Crossref
Crossref
SeoungHey Paik, Geuron Song, Sungki Kim & Minsu Ha. (2017) Developing a Four-level Learning Progression and Assessment for the Concept of Buoyancy. EURASIA Journal of Mathematics, Science and Technology Education 13:8.
Crossref
Crossref
Courtney Ngai & Hannah Sevian. (2016) Capturing Chemical Identity Thinking. Journal of Chemical Education 94:2, pages 137-148.
Crossref
Crossref
Cari F. Herrmann-Abell, Mary Koppal & Jo Ellen Roseman. (2016)
Toward High School Biology
: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems
. CBE—Life Sciences Education 15:4, pages ar74.
Crossref
Crossref
Jan Christoph Hadenfeldt, Knut Neumann, Sascha Bernholt, Xiufeng Liu & Ilka Parchmann. (2016) Students’ progression in understanding the matter concept. Journal of Research in Science Teaching 53:5, pages 683-708.
Crossref
Crossref
MICHIEL VOGELEZANG, BERRY VAN BERKEL & ADRI VERDONK. (2015) An Empirical Introduction to the Concept of Chemical Element Based on Van Hiele's Theory of Level Transitions. Science Education 99:4, pages 742-776.
Crossref
Crossref
Dušan Krnel & Darija Skubic. 2015. International Encyclopedia of the Social & Behavioral Sciences. International Encyclopedia of the Social & Behavioral Sciences
531
537
.
Yannis Hadzigeorgiou. 2015. Research in Early Childhood Science Education. Research in Early Childhood Science Education
67
97
.
Jan Christoph Hadenfeldt, Björn Repenning & Knut Neumann. (2014) Die kognitive Validität von Ordered Multiple Choice Aufgaben zur Erfassung des Verständnisses von MaterieThe Cognitive Validity of Ordered Multiple Choice Items to Assess Students’ Understanding of Matter. Zeitschrift für Didaktik der Naturwissenschaften 20:1, pages 57-68.
Crossref
Crossref
Jan C. Hadenfeldt, Sascha Bernholt, Xiufeng Liu, Knut Neumann & Ilka Parchmann. (2013) Using Ordered Multiple-Choice Items To Assess Students’ Understanding of the Structure and Composition of Matter. Journal of Chemical Education 90:12, pages 1602-1608.
Crossref
Crossref
Lei Liu, Aaron Rogat & Maria Bertling. (2014)
A
CBAL
™ SCIENCE MODEL OF COGNITION: DEVELOPING A COMPETENCY MODEL AND LEARNING PROGRESSIONS TO SUPPORT ASSESSMENT DEVELOPMENT
. ETS Research Report Series 2013:2.
Crossref
Crossref
Jennifer Claesgens, Kathleen Scalise & Angelica Stacy. (2013) Mapping student understanding in chemistry: The perspectives of chemists. Educación Química 24:4, pages 407-415.
Crossref
Crossref
Philip Johnson. (2013) A learning progression towards understanding chemical change. Educación Química 24:4, pages 365-372.
Crossref
Crossref
David F. Treagust, A. L. Chandrasegaran, Lilia Halim, Eng-Tek Ong, Ahmad Nurulazam Md Zain & Mageswary Karpudewan. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education
125
141
.
Marianne Wiser, Kathryn E. Frazier & Victoria Fox. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education
95
122
.
Philip Johnson. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education
47
67
.
Ingo Eilks. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education
213
230
.
Georgios Tsaparlis & Hannah Sevian. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education
1
8
.
Takbir Ali. (2012) A Case Study of the Common Difficulties Experienced by High School Students in Chemistry Classroom in Gilgit-Baltistan (Pakistan). SAGE Open 2:2, pages 215824401244729.
Crossref
Crossref
Stacey Lowery Bretz & Mary Elizabeth Emenike. (2012) Hannah's Prior Knowledge About Chemicals: A Case Study of One Fourth‐Grade Child. School Science and Mathematics 112:2, pages 99-108.
Crossref
Crossref
Dimitrios Stamovlasis, Georgios Tsitsipis & George Papageorgiou. (2012) Structural equation modeling in assessing students' understanding of the state changes of matter. Chem. Educ. Res. Pract. 13:3, pages 357-368.
Crossref
Crossref
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.
Crossref
Crossref
Lay Hoon Seah, David J. Clarke & Christina E. Hart. (2011) Understanding students' language use about expansion through analyzing their lexicogrammatical resources. Science Education 95:5, pages 852-876.
Crossref
Crossref
Haluk Özmen. (2011) Effect of animation enhanced conceptual change texts on 6th grade students’ understanding of the particulate nature of matter and transformation during phase changes. Computers & Education 57:1, pages 1114-1126.
Crossref
Crossref
Eva Kellner, Annica Gullberg, Iiris Attorps, Ingvar Thorén & Roy Tärneberg. (2010) PROSPECTIVE TEACHERS’ INITIAL CONCEPTIONS ABOUT PUPILS’ DIFFICULTIES IN SCIENCE AND MATHEMATICS: A POTENTIAL RESOURCE IN TEACHER EDUCATION. International Journal of Science and Mathematics Education 9:4, pages 843-866.
Crossref
Crossref
Kristen Bethke Wendell & Hee-Sun Lee. (2010) Elementary Students’ Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks. Journal of Science Education and Technology 19:6, pages 580-601.
Crossref
Crossref
Hyo-Jeong So, Lay Hoon Seah & Hwee Leng Toh-Heng. (2010) Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges. Computers & Education 54:2, pages 479-490.
Crossref
Crossref
David F. Treagust, A. L. Chandrasegaran, Julianne Crowley, Benny H. W. Yung, Irene P.-A. Cheong & Jazilah Othman. (2009) EVALUATING STUDENTS’ UNDERSTANDING OF KINETIC PARTICLE THEORY CONCEPTS RELATING TO THE STATES OF MATTER, CHANGES OF STATE AND DIFFUSION: A CROSS-NATIONAL STUDY. International Journal of Science and Mathematics Education 8:1, pages 141-164.
Crossref
Crossref
Philip Johnson & George Papageorgiou. (2009) Rethinking the introduction of particle theory: A substance‐based framework. Journal of Research in Science Teaching 47:2, pages 130-150.
Crossref
Crossref
Bette Davidowitz & Gail Chittleborough. 2009. Multiple Representations in Chemical Education. Multiple Representations in Chemical Education
169
191
.
Jennifer Claesgens, Kathleen Scalise, Mark Wilson & Angelica Stacy. (2008) Mapping student understanding in chemistry: The Perspectives of Chemists. Science Education 93:1, pages 56-85.
Crossref
Crossref
Lena Löfgren & Gustav Helldén. (2007) Following Young Students’ Understanding of Three Phenomena in which Transformations of Matter Occur. International Journal of Science and Mathematics Education 6:3, pages 481-504.
Crossref
Crossref
Erdal Senocak, Yavuz Taskesenligil & Mustafa Sozbilir. (2006) A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning. Research in Science Education 37:3, pages 279-290.
Crossref
Crossref
Andrés Acher, María Arcà & Neus Sanmartí. (2007) Modeling as a teaching learning process for understanding materials: A case study in primary education. Science Education 91:3, pages 398-418.
Crossref
Crossref
Xiufeng Liu,Kathleen Lesniak. (2006) Progression in children's understanding of the matter concept from elementary to high school. Journal of Research in Science Teaching 43:3, pages 320-347.
Crossref
Crossref
Xiufeng Liu & Kathleen M. Lesniak. (2005) Students' progression of understanding the matter concept from elementary to high school. Science Education 89:3, pages 433-450.
Crossref
Crossref
Dušan Krnel, Saša S. Glažar & Rod Watson. (2003) The development of the concept of “matter”: A cross‐age study of how children classify materials. Science Education 87:5, pages 621-639.
Crossref
Crossref
Allan G Harrison & David F Treagust. 2003. Chemical Education: Towards Research-based Practice. Chemical Education: Towards Research-based Practice
189
212
.
Hong‐Kwen Boo & J. R. Watson. (2001) Progression in high school students’ (aged 16–18) conceptualizations about chemical reactions in solution. Science Education 85:5, pages 568-585.
Crossref
Crossref
Yannis Hadzigeorgiou & Mike Savage. (2001) A study of the effect of sensorimotor experiences on the retention and application of two fundamental physics ideas. Journal of Elementary Science Education 13:2, pages 9-21.
Crossref
Crossref
David F. Treagust & Gail Chittleborough. 2001. Subject-specific instructional methods and activities. Subject-specific instructional methods and activities
239
267
.
Christina Solomonidou & Heleni Stavridou. (2000) From inert object to chemical substance: Students' initial conceptions and conceptual development during an introductory experimental chemistry sequence. Science Education 84:3, pages 382-400.
Crossref
Crossref
Sri Rahayu & Russell Tytler. (1999) Progression in primary school children's conceptions of burning: Toward an understanding of the concept of substance. Research in Science Education 29:3, pages 295-312.
Crossref
Crossref