The design and evaluation of a teaching–learning sequence addressing the solubility concept with Turkish secondary school students

References

References

• Abraham , M , Williamson , V and Westbrook , S . (1994) . A cross‐age study of the understanding of five chemistry concepts . Journal of Research in Science Teaching , 31 (2) : 147 – 165 .
   Web of Science ®Google Scholar
• Bakhtin MM (1981) The dialogic imagination: four essays by M.M. Bakhtin In M. Holquist (Ed.), C. Emerson and M. Holquist (trans.) (Austin, TX: University of Texas Press)
   Google Scholar
• Blanco , A and Prieto , T . (1997) . Pupils' views on how stirring and temperature affect the dissolution of a solid in a liquid: a cross‐age study (12 to 18) . International Journal of Science Education , 19 (3) : 303 – 315 .
   Web of Science ®Google Scholar
• Brook A Briggs H Driver R (1984) Aspects of Secondary Students' Understanding of the Particulate Nature of Matter Leeds: Centre for Studies in Science and Mathematics Education
   Google Scholar
• Clement J (1987) Overcoming students' misconceptions in physics: the role of anchoring intuitions and analogical validity In J.D. Novak (ed.) Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and mathematics (Ithaca, NY: Cornell University) 84 97
   Google Scholar
• Cosgrove M Osborne R (1985) Lesson frameworks for changing children's ideas In R. Osborne and P. Freyberg (eds.) Learning in Science: The Implications of Children's Science (London: Heinemann)
   Google Scholar
• Driver R (1993) Beyond appearances: the conservation of matter under physical and chemical transformations In R. Driver, E. Guesne and A. Tiberghein (eds.) Children's Ideas in Science (Buckingham: Open University Press)
   Google Scholar
• Driver , R and Erickson , G . (1983) . Theories‐in‐action: some theoretical and empirical issues in the study of students' conceptual frameworks in science . Studies in Science Education , 10 : 37 – 60 .
   Google Scholar
• Driver , R , Asoko , H , Leach , J , Mortimer , E and Scott , P . (1994) . Constructing scientific knowledge in the classroom . Educational Researcher , 23 (7) : 5 – 12 .
   Google Scholar
• Ebenezer , JV and Erickson , GL . (1996) . Chemistry students' conceptions of solubility: a phenomenography . Science Education , 80 (2) : 181 – 201 .
   Web of Science ®Google Scholar
• Edwards D Mercer N (1987) Common Knowledge: The Development of Understanding in the Classroom (London: Methuen)
   Google Scholar
• Gilbert , JK , Osborne , J and Fensham , PJ . (1982) . Children's science and its consequences for teaching . Science Education , 66 (4) : 623 – 663 .
   Google Scholar
• Griffiths , AK and Preston , KP . (1992) . Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules . Journal of Research in Science Teaching , 29 (6) : 611 – 628 .
   Web of Science ®Google Scholar
• Holding B (1987) Investigation of school children's understanding of the process of dissolving with special reference to the conservation of matter and the development of atomic ideas Unpublished Ph.D. thesis, The University of Leeds
   Google Scholar
• Johnston K Driver R (1991) A Case Study of Teaching and Learning about Particle Theory: A Constructivist Teaching Scheme in Action (Leeds: Centre for Studies in Science and Mathematics Education)
   Google Scholar
• Johnston , K and Scott , P . (1991) . Diagnostic teaching in the science classroom: teaching/learning strategies to promote development in understanding about conservation of mass on dissolving . Research in Science and Technology Education , 9 (2) : 193 – 212 .
   Google Scholar
• Johnston , P . (1998) . Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study . International Journal of Science Education , 20 (4) : 393 – 412 .
   Web of Science ®Google Scholar
• Kabapinar F (1998) Teaching for conceptual understanding: developing and evaluating Turkish students' understanding of the solubility concept through a specific teaching intervention Unpublished Ed.D. thesis, The University of Leeds
   Google Scholar
• Leach , J and Scott , P . (2003) . Individual and sociocultural views of learning in science education . Science and Education , 12 (1) : 91 – 113 .
   Google Scholar
• Leach , J and Scott , P . (2002) . The concept of learning demand as a tool for designing teaching sequences . Studies in Science Education , 38 : 115 – 142 .
   Google Scholar
• Lee , O , Eichinger , DC , Anderson , CW , Berkheimer , GD and Blakeslee , TD . (1993) . Changing middle school students' conceptions of matter and molecules . Journal of Research in Science Teaching , 30 (3) : 249 – 270 .
   Web of Science ®Google Scholar
• Lichtfeldt M Fischler H (1995) Long term research project: development of pupils' ideas of the particulate nature of matter Paper presented at the European Conference on Research in Science Education, University of Leeds, April
   Google Scholar
• Lijnse , PL . (1995) . ‘Developmental research’ as a way to an empirically‐based ‘didactical structure’ of science . Science Education , 79 (2) : 189 – 199 .
   Web of Science ®Google Scholar
• Lijnse PL (2000) Didactics of science: the forgotten dimension in science education research? In R. Millar, J. Leach and J. Osborne (eds.) Improving Science Education: The Contribution of Research (Buckingham: Open University Press)
   Google Scholar
• Linjse PL de Vos W Waarlo AJ (1990) Relating Macroscopic Phenomena to Microscopic Particles: A Central Problem in Secondary Science Education (Utrecht: CDβ Press)
   Google Scholar
• Longden , K , Black , P and Solomon , J . (1991) . Children's interpretation of dissolving . International journal of Science Education , 13 (1) : 59 – 68 .
   Web of Science ®Google Scholar
• Méheut M (1998) Construire et valider des sequences d'enseignement sur le thème de la modélisation de transformation s physiques et chimiques par des élèves de collèges français. Note de synthèe pour l'habilitation à diriger des recherches en didactique des sciences physiques (Paris: LDPES, Université Paris VII Denis Diderot)
   Google Scholar
• Novick , S and Nussbaum , J . (1981) . Pupils' understanding of the particulate nature of matter: a cross age study . Science Education , 65 (2) : 187 – 196 .
   Google Scholar
• Nusirjan , N and Fensham , P . (1987) . Descriptions and frameworks of solutions and reactions in solutions . Research in Science Education , 17 : 139 – 148 .
   Google Scholar
• Nussbaum , J and Novick , S . (1982) . Alternative frameworks, conceptual change and accommodation: toward a principled teaching strategy . Instructional Science , 11 : 183 – 200 .
   Web of Science ®Google Scholar
• Ogborn J Kress G Martins I McGillicuddy K (1996) Explaining Science in the Classroom (Buckingham: Open University Press)
   Google Scholar
• Pfundt , H . (1981) . The atom – the final link in the division process or the first building block? Preinstructional conception about the structure of substances . Chemica Didactica , 7 : 75 – 94 .
   Google Scholar
• Prieto , T , Blanco , A and Rodriguez , A . (1989) . The ideas of 11 to 14 year old students about the nature of solutions . International Journal of Science Education , 11 (4) : 451 – 463 .
   Web of Science ®Google Scholar
• Scott PH (1997) Developing science concepts in secondary classrooms: an analysis of pedagogical interactions from a Vygotskian perspective Unpublished Ph.D. thesis, University of Leeds
   Google Scholar
• Scott P Asoko H Driver R (1992) Teaching for conceptual change: a review of strategies In R. Duit, F. Goldberg and H. Niedderer (eds.) Research in Physics Learning: Theoretical Issues and Empirical Studies (Kiel: IPN)
   Google Scholar
• Slone , M and Bokhurst , FD . (1992) . Children's understanding of sugar–water solutions . International Journal of Science Education , 14 (2) : 221 – 235 .
   Web of Science ®Google Scholar
• Stavy R (1987) Acquisition of conservation of matter In J.D. Novak (ed.) Proceedings of the Second International Seminar, Misconceptions and Educational Strategies in Science and Mathematics (Ithaca, NY: Cornell University) 456 465
   Google Scholar
• Stavy , R . (1991) . Using analogy to overcome misconceptions about conservation of matter . Journal of Research in Science Teaching , 28 (4) : 305 – 313 .
   Web of Science ®Google Scholar
• Stavy , R and Berkovitz , B . (1980) . Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature . Science Education , 64 (5) : 679 – 692 .
   Google Scholar
• Viennot , L and Rainson , S . (1999) . Design and evaluation of a research‐based teaching sequence: the superposition of electric fields . International Journal of Science Education , 21 (1) : 1 – 16 .
   Web of Science ®Google Scholar
• Vollerbregt M (1998) A Problem Posing Approach to Teaching an Initial Particle Model (Utrecht: CDβ Press)
   Google Scholar
• Vygotsky LS (1987) R. W. RIEBER and A. S. CARTON (eds.), N. MINICK (trans.) The Collected Works of L.S. Vygotsky, Volume 1 (New York: Plenum)
   Google Scholar