Framing Prospective Elementary Teachers’ Conceptions of Dissolving as a Ladder of Explanations

References

• Abell, C. F. H., DeBoer, G. E. (2008). An analysis of field test results for assessment items aligned to the middle school topic of atoms, molecules, and states of matter. National Association for Research in Science Teaching, Annual Conference, Baltimore, MD, 3/30-4/2/2008.
   Google Scholar
• AkgünAThe relation between science student teachers’ misconceptions about solution, dissolution, diffusion and their attitudes toward science with their achievementEducation and Science2009341542636
   Web of Science ®Google Scholar
• BraunVClarkeVUsing thematic analysis in psychologyQualitative Research in Psychology200637710110.1191/1478088706qp063oa
   Google Scholar
• ÇalıkMA cross-age study of different perspectives in solution chemistry from junior to senior high schoolInternational Journal of Science and Mathematics Education2005367169610.1007/s10763-005-1591-y
   Google Scholar
• ÇalıkMAyasAA comparison of level of understanding of Grade 8 students and science student teachers related to selected chemistry conceptsJournal of Research in Science Teaching200542663866710.1002/tea.20076
   Web of Science ®Google Scholar
• ÇalıkMAyasACollRKEnhancing pre-service primary teachers’ conceptual understanding of solution chemistry with conceptual change textInternational Journal of Science and Mathematics Education20075112810.1007/s10763-005-9016-5
   Google Scholar
• ChiMTHCommonsense conceptions of emergent processes: Why some misconceptions are robustThe Journal of the Learning Sciences200514216119910.1207/s15327809jls1402_1
   Web of Science ®Google Scholar
• DerbentsevaNSafayeniFCañasAJConcept maps: Experiments on dynamic thinkingJournal of Research in Science Teaching200744344846510.1002/tea.20153
   Web of Science ®Google Scholar
• Donovan, M. S. & Bransford, J. D. (2005). Introduction. In M. S. Donovan and J. D. Bransford, (Eds.), How students learn science: Science in the classroom. Committee on how people learn, a targeted report for teachers (pp. 1–28). Washington, DC: The National Academies Press.
   Google Scholar
• EbenezerJVA hypermedia environment to explore and negotiate students’ conceptions: Animation of the solution process of table saltJournal of Science Education and Technology2001101739210.1023/A:1016672627842
   Google Scholar
• EbenezerJVEricksonGLChemistry students’ conceptions of solubility: A phenomenographyScience Education199680218120110.1002/(SICI)1098-237X(199604)80:2<181::AID-SCE4>3.0.CO;2-C
   Web of Science ®Google Scholar
• EbenezerJVFraserDMFirst year chemical engineering students’ conceptions of energy in solution processes: Phenomenographic categories for common knowledge constructionScience Education20018550953510.1002/sce.1021
   Web of Science ®Google Scholar
• EryilmazAEffects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motionJournal of Research in Science Teaching2002391001101510.1002/tea.10054
   Web of Science ®Google Scholar
• GoldstonMJDayJBSundbergCDantzlerJPsychometric analysis of a 5E learning cycle lesson plan assessment instrumentInternational Journal of Science and Mathematics Education2010863364810.1007/s10763-009-9178-7
   Web of Science ®Google Scholar
• Gomez-ZwiepSElementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher educationJournal of Science Teacher Education20081943745410.1007/s10972-008-9102-y
   Google Scholar
• KabapinarFLeachJScottPThe design and evaluation of a teaching-learning sequence addressing the solubility concept with Turkish secondary school studentsInternational Journal of Science Education200426563565210.1080/09500690310001614000
   Web of Science ®Google Scholar
• KeeleyPMisunderstanding misconceptionsScience Scope20123851215
   Google Scholar
• KesselerJGalvanPDissolving is the solutionScience and Children200643546
   Google Scholar
• Kikas, E. (2001). Children’s understanding of dissolving: The influence of visibility of the process. Implications for teaching. In N. Valanides, (Ed.). Proceedings of the 1st JOSTE Symposium in Southern Europe-Science and technology education: Preparing future citizens. Vol I (pp. 456). Section 1: Relevant teaching incorporating curriculum, teaching approaches and assessment aspects. Section 2: Environmental issues including sustainable development and a culture of peace. Nicosia, Cyprus: Imprinta (2001).
   Google Scholar
• KikasETeachers’ conceptions and misconceptions concerning three natural phenomenaJournal of Research in Science Teaching200441543244810.1002/tea.20012
   Web of Science ®Google Scholar
• Kind, V. (2004). Beyond Appearances: Students’ Misconceptions About Basic Chemical Ideas (2nd ed.). A report prepared for the Royal Society of Chemistry, London, United Kingdom. Retrieved from Royal Society of Chemistry website: www.rsc.org/images/Misconceptions_update_tcm18-188603.pdf.
   Google Scholar
• KrajcikJSCzerniakCTeaching science in elementary and middle school classrooms: A project-based approach20073London, EnglandTaylor and Francis
   Google Scholar
• KrajcikJMerrittJEngaging students in scientific practices: What does constructing and revising models look like in the science classroom?Science and Children20124971013
   Google Scholar
• LeiteLMendozaJBorseseATeachers‘and prospective teachers‘explanations of liquid-state phenomena: A comparative study involving three European CountriesJournal of Research in Science Teaching200744234937410.1002/tea.20122
   Web of Science ®Google Scholar
• LiuXEbenezerJVDescriptive categories and structural characteristics of students’ conceptions: An exploration of relationsResearch in Science and Technological Education200220111201131
   Google Scholar
• LiuTCPengHWuW-HLinM-SThe effects of mobile natural-science learning based on the 5E learning cycle: A case studyEducational Technology & Society2009124344357
   Web of Science ®Google Scholar
• LongdenKChildren’s interpretation of dissolvingInternational Journal of Science Education1991131596810.1080/0950069910130106
   Web of Science ®Google Scholar
• MaxwellJAUsing numbers in qualitative researchQualitative Inquiry201016647548210.1177/1077800410364740
   Web of Science ®Google Scholar
• National science education standards1996Washington, DCNational Press Academy
   Google Scholar
• NovakJDCañasAJTheoretical origins of concept maps, how to construct them, and uses in educationReflecting Education2007312942
   Google Scholar
• OthmanJTreagustDFChandrasegaranALAn investigation into the relationship between students’ conceptions of the particulate nature of matter and their understanding of chemical bondingInternational Journal of Science Education200830111531155010.1080/09500690701459897
   Web of Science ®Google Scholar
• OversbyJPGood explanations for dissolvingPrimary Science Review2000631619
   Google Scholar
• OversbyJPAmosSBoohanRAssessing conceptual understandingAspects of teaching secondary science2002LondonRoutledgeFalmer148165
   Google Scholar
• PattonMQQualitative research and evaluation methods2002Thousand Oaks, CASagePUBLICations
   Google Scholar
• SadlerPMPsychometric models of student conceptions in science: Reconciling qualitative studies and distractor-drive assessment instrumentsJournal of Research in Science Teaching199835326529610.1002/(SICI)1098-2736(199803)35:3<265::AID-TEA3>3.0.CO;2-P
   Web of Science ®Google Scholar
• SettlageJGoldstonMJDPrognosis for science misconceptions researchJournal of Science Teacher Education20071879580010.1007/s10972-007-9075-2
   Google Scholar
• SubramaniamK.Minority pre-service teachers' conceptions of teaching science: Sources of science teaching strategiesResearch in Science Education2013432687709
   Web of Science ®Google Scholar
• SubramaniamK.HarrellP.WojnowskiD.Analyzing prospective teachers' images of scientists using positive, negative and stereotypical images of scientistsResearch in Science and Technological Education20133116689
   Web of Science ®Google Scholar
• TrundleKCAtwoodRKChristopherJEA longitudinal study of conceptual change: Preservice elementary teachers’ conceptions of moon phasesJournal of Research in Science Teaching200744230332610.1002/tea.20121
   Web of Science ®Google Scholar
• ValanidesNPrimary student teachers’ understanding of the particulate nature of matter and its transformations during dissolvingChemical Education Research and Practice in Europe20001224926210.1039/a9rp90026h
   Google Scholar
• GarderenDHanuscinDLeeEKohnPQUEST: A collaborative professional development model to meet the needs of diverse learners in K-6 sciencePsychology in Schools201249542944310.1002/pits.21611
   Web of Science ®Google Scholar