Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

References

• Adbo , K. and Taber , K. S. 2008 . Learners’ mental models of the particle nature of matter: a study of 16 year‐old Swedish science students . International Journal of Science Education , DOI: 10.1080/09500690701824850
   PubMed Web of Science ®Google Scholar
• Anderson , R. D. 1996 . Study of curriculum reform , Washington, DC : US Department of Education Office of Educational Research and Improvement .
   Google Scholar
• APU . 1989a . Science at age 13: A review of APU survey findings 1980–84. Assessment of Performance Unit , London : HMSO .
   Google Scholar
• APU . 1989b . National assessment: The APU science approach. Assessment of Performance Unit , London : HMSO .
   Google Scholar
• Ault , C. R. , Novak , J. D. and Gowin , D. B. 1984 . Constructing Vee maps for clinical interviews on molecule concepts . Science Education , 68 (4) : 441 – 462 .
   Web of Science ®Google Scholar
• Barker , V. and Millar , R. 1999 . Students’ reasoning about chemical reactions: What changes occur during a context‐based post‐16 chemistry course? . International Journal of Science Education , 21 (6) : 645 – 665 .
   Web of Science ®Google Scholar
• Ben‐Zvi , R. , Eylon , B ‐S. and Silberstein , J. 1986 . Is an atom of copper malleable? . Journal of Chemical Education , 63 (1) : 64 – 66 .
   Web of Science ®Google Scholar
• Briggs , H. and Holding , B. 1986 . Aspects of secondary students’ understanding of elementary ideas in Chemistry. Full report , Leeds, , UK : Children’s Learning in Science Project, Centre for Studies in Science and Mathematics Education, University of Leeds .
   Google Scholar
• Brook , A. , Briggs , H. and Driver , R. 1984 . Aspects of secondary students’ understanding of the particulate nature of matter , Leeds, , UK : Children’s Learning in Science Project, Centre for Studies in Science and Mathematics Education, University of Leeds .
   Google Scholar
• de Jong , O. and Taber , K. S. 2007 . “ Teaching and learning the many faces of chemistry ” . In Handbook of research on science education , Edited by: Abell , S. K. and Lederman , N. G. 631 – 652 . Mahwah, New Jersey : Lawrence Erlbaum Associates .
   Google Scholar
• DES/WO . 1988 . Science for ages 5 to 16 , London/Cardiff, , UK : Department for Education and Science/Welsh Office .
   Google Scholar
• DfEE/QCA . 1999 . Science: The National Curriculum for England, key stages 1–4 , Department for Education and Employment/Qualifications and Curriculum Authority .
   Google Scholar
• DfES . 2002 . Framework for teaching science: Years 7, 8 and 9. Key Stage 3 National Strategy , London : Department for Education and Skills .
   Google Scholar
• DfES . September 13 2006 . National Curriculum assessment at key stage 3 in England, 2006. (Provisional, release SFR 34/2006) , September 13 , London : Department for Education and Skills .
   Google Scholar
• DiCicco‐Bloom , B. and Crabtree , B. F. 2006 . The qualitative research interview . Medical Education , 40 : 314 – 321 .
   PubMed Web of Science ®Google Scholar
• diSessa , A. A. 1993 . Towards an epistemology of physics . Cognition and Instruction , 10 (2&3) : 105 – 225 .
   Web of Science ®Google Scholar
• Driver , R. 1983 . The pupil as scientist? , Milton Keynes, , UK : Open University Press .
   Google Scholar
• Driver , R. 1989 . Students’ conceptions and the learning of science . International Journal of Science Education , 11 (special issue) : 481 – 490 .
   Web of Science ®Google Scholar
• Driver , R. , Leach , J. , Scott , P. and Wood‐Robinson , C. 1994 . Young people’s understanding of science concepts: implications of cross‐age studies for curriculum planning . Studies in Science Education , 24 : 75 – 100 .
   Google Scholar
• 1988 . “ Education Reform Act ” . London : HMSO .
   Google Scholar
• Eybe , H. and Schmidt , H ‐J. 2001 . Quality criteria and exemplary papers in chemistry education research . International Journal of Science Education , 23 (2) : 209 – 225 .
   Web of Science ®Google Scholar
• Feynman , R. P. , Leighton , R. B. and Sands , M. , eds. 1963 . The Feynman lectures on physics , Vol. 1 , Reading, MA : Addison‐Wesley Publishing Company .
   Google Scholar
• García Franco , A. 2005 . Multiple representations about the structure of matter , Royal Society of Chemistry Chemical Education Research Group Seminar . Retreived August 30, 2008 from http://www.leeds.ac.uk/educol/documents/142648.htm or www.rsc.org/images/CERGSeminar2005_tcm18-77398.pdf
   Google Scholar
• García Franco , A. and Taber , K. S. . Learning processes and parallel conceptions—Learning about the particulate nature of matter . Paper presented at the 5th European symposium on conceptual change: Bridging the gap between mental models and situated cognition? Theoretical and methodological considerations . Stockholm, Sweden. June ,
   Google Scholar
• Georgousi , K. , Kampourakis , C. and Tsaparlis , G. 2001 . Physical‐science knowledge and patterns of achievement at the primary‐secondary interface, part 2: Able and top‐achieving students . Chemistry Education: Research and Practice in Europe , 2 (3) : 253 – 263 .
   Google Scholar
• Gilbert , J. K. and Pope , M. L. 1986 . Small group discussions about conceptions inscience: A case study . Research in Science & Technological Education , 4 (1) : 61 – 76 .
   Google Scholar
• Gilbert , J. K. and Watts , D. M. 1983 . Concepts, misconceptions and alternative conceptions: Changing perspectives in science education . Studies in Science Education , 10 : 61 – 98 .
   Google Scholar
• Grevatt , A. , Gilbert , J. K. and Newberry , M. 2007 . “ Challenging able science learners through models and modeling ” . In Science education for gifted learners , Edited by: Taber , K. S. 85 – 99 . London : Routledge .
   Google Scholar
• Griffiths , A. K. and Preston , K. R. 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
• Hammer , D. 2004 . “ The variability of student reasoning, Lecture 3: Manifold cognitive resources ” . In Research on Physics Education , Edited by: Redish , E. F. and Vicentini , M. 321 – 340 . Bologna/Amsterdam : Italian Physical Society/IOS Press .
   Google Scholar
• Harrison , A. G. and Treagust , D. F. 1996 . Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry . Science Education , 80 (5) : 509 – 534 .
   Web of Science ®Google Scholar
• Harrison , A. G. and Treagust , D. F. 2000 . Learning about atoms, molecules, and chemical bonds: A case study of multiple‐model use in grade 11 chemistry . Science Education , 84 : 352 – 381 .
   Web of Science ®Google Scholar
• Harrison , A. G. and Treagust , D. F. 2002 . “ The particulate nature of matter: challenges in understanding the submicroscopic world ” . In Chemical education: Towards research‐based practice , Edited by: Gilbert , J. K. , de Jong , O. , Justi , R. , Treagust , D. F. and van Driel , J. H. 189 – 212 . Dordecht, , The Netherlands : Kluwer Academic Publishers .
   Google Scholar
• Hesse , J. J. and Anderson , C. W. 1992 . Students’ conceptions of chemical change . Journal of Research in Science Teaching , 29 (3) : 277 – 299 .
   Web of Science ®Google Scholar
• Jenkins , E. W. 2004 . From option to compulsion: school science teaching, 1954– 2004 . School Science Review , 85 (313) : 33 – 40 .
   Google Scholar
• Johnson , P. M. 1998a . 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
• Johnson , P. 1998b . Children’s understanding of changes of state involving the gas state, part 1: Boiling water and the particle theory . International Journal of Science Education , 20 (5) : 567 – 583 .
   Web of Science ®Google Scholar
• Johnson , P. 1998c . Children’s understanding of changes of state involving the gas state, part 2: Evaporation and condensation below boiling point . International Journal of Science Education , 20 (6) : 695 – 709 .
   Web of Science ®Google Scholar
• Johnson , P. 2000a . Children’s understanding of substances, part 1: Recognising chemical change . International Journal of Science Education , 22 (7) : 719 – 737 .
   Web of Science ®Google Scholar
• Johnson , P. 2002b . Children’s understanding of substances, part 2: Explaining chemical change . International Journal of Science Education , 24 (10) : 1037 – 1054 .
   Web of Science ®Google Scholar
• Johnson , P. M. 2005 . The development of children’s concept of a substance: A longitudinal study of interaction between curriculum and learning . Research in Science Education , 35 (1) : 41 – 61 .
   Web of Science ®Google Scholar
• Johnstone , A. H. 2000 . Teaching of chemistry—Logical or psychological? . Chemistry Education: Research and Practice in Europe , 1 (1) : 9 – 15 .
   Google Scholar
• Key Stage 3 National Strategy . 2003a . Strengthening teaching and learning of particles in Key Stage 3 science: Main messages , London : Department for Education and Skills .
   Google Scholar
• Key Stage 3 National Strategy . 2003b . Strengthening teaching and learning of particles in Key Stage 3 science: Notes for participants , London : Department for Education and Skills .
   Google Scholar
• Kind , V. and Taber , K. S. 2005 . Science: Teaching school subjects 11–19 , London : RoutledgeFalmer .
   Google Scholar
• Kvale , S. 1996 . InterViews: An introduction to qualitative research interviewing , Thousand Oaks, CA : SAGE Publications .
   Google Scholar
• Leach , J. and Scott , P. 2002 . Designing and evaluating science teaching sequences: An aproach drawing upon the concept of learning demand and a social constructivist perspective on learning . Studies in Science Education , 38 : 115 – 142 .
   Google Scholar
• Lijnse , P. L. , Licht , P. , de Vos , W. and Waarlo , A. J. , eds. 1990 . Relating macroscopic phenomena to microscopic particles: A central problem in secondary science education , Utrecht : University of Utrecht/CD‐β Press .
   Google Scholar
• Millar , R. and Osborne , J. 1998 . Beyond 2000: Science education for the future , London : King’s College .
   Google Scholar
• Ministry of Education . 1993 . Science in the New Zealand curriculum , Wellington, , New Zealand : Learning Media .
   Google Scholar
• National Academy of Sciences . 1996 . National science education standards. National Research Council of the National Academy of Sciences , Washington, DC : National Academy Press .
   Google Scholar
• National Research Council . 2002 . Scientific Research in Education National Research Council Committee on Scientific Principles for Educational Research , Washington, DC : National Academies Press .
   Google Scholar
• Needham , R. and Hill , P. 1987 . Teaching strategies for developing understanding in science , Leeds, , UK : Centre for Studies in Science and Mathematics Education, Children’s Learning in Science Project .
   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
• Nussbaum , J. and Novick , S. 1982 . Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy . Instructional Science , 11 : 183 – 200 .
   Web of Science ®Google Scholar
• Osborne , R. J. and Wittrock , M. 1985 . The generative learning model and its implications for science education . Studies in Science Education , 12 : 59 – 87 .
   Google Scholar
• Papageorgiou , G. and Johnson , P. 2005 . Do particle ideas help or hinder pupils’ understanding of phenomena? . International Journal of Science Education , 27 (11) : 1299 – 1317 .
   Web of Science ®Google Scholar
• Pope , M. L. and Denicolo , P. 1986 . Intuitive theories—A researcher’s dilemma: Some practical methodological implications . British Educational Research Journal , 12 (2) : 153 – 166 .
   Google Scholar
• QCA . 2000 . Key stage 3 schemes of work. Science Unit 7G: Particle model of solids, liquids and gases , London : Qualifications and Curriculum Authority .
   Google Scholar
• QCA . 2001 . Standards at key stage 3 Science: A report for headteachers, heads of department, science teachers and assessment coordinators on the 2000 national curriculum assessments for 14‐year‐olds , London : Qualifications and Curriculum Authority .
   Google Scholar
• QCA . 2003 . Standards at key stage 3 Science: A report for headteachers, heads of department, science teachers and assessment coordinators on the 2002 national curriculum assessments for 14‐year‐olds , London : Qualifications and Curriculum Authority .
   Google Scholar
• QCA . 2004 . Programme of study: Science Key stage 4 , London : Qualifications and Curriculum Authority .
   Google Scholar
• QCA . 2005 . Science: Changes to the curriculum from 2006 for key stage 4 , London : Qualifications and Curriculum Authority .
   Google Scholar
• QCA . 2007a . Science: Programme of study for Key Stage 3 and attainment targets , London : Qualifications and Curriculum Authority .
   Google Scholar
• QCA . 2007b . The new secondary curriculum. What has changed and why? , London : Qualifications and Curriculum Authority .
   Google Scholar
• Renström , L. , Andersson , B. and Marton , F. 1990 . Students’ conceptions of matter . Journal of Educational Psychology , 82 (3) : 555 – 569 .
   Web of Science ®Google Scholar
• Schmidt , H. ‐J. 1991 . A label as a hidden persuader: Chemists’ neutralization concept . International Journal of Science Education , 13 (4) : 459 – 471 .
   Web of Science ®Google Scholar
• Smith , J. P. , diSessa , A. A. and Roschelle , J. 1993 . Misconceptions reconceived: A constructivist analysis of knowledge in transition . The Journal of the Learning Sciences , 3 (2) : 115 – 163 .
   Google Scholar
• Stahly , L. L. , Krockover , G. H. and Shepardson , D. P. 1999 . Third grade students’ ideas about the lunar phases . Journal of Research in Science Teaching , 36 (2) : 159 – 177 .
   Web of Science ®Google Scholar
• Statutory Instrument . 1989 . The Education (National Curriculum) (Attainment Targets and Programmes of Study in Science) Order 1989 (Statutory Instrument 1989 No. 309) , London : HMSO .
   Google Scholar
• Stoll , L. , Stobart , G. , Martin , S. , Freeman , S. , Freedman , E. Sammons , P. 2003 . Preparing for change: Evaluation of the implementation of the key stage 3 strategy pilot , London : Department for Education and Skills .
   Google Scholar
• Taber , K. S. 1985 . The presence of dissolved gas in water—Demonstration by salting out . School Science Review , 67 (238) : 101 – 104 .
   Google Scholar
• Taber , K. S. 2001 . Building the structural concepts of chemistry: Some considerations from educational research . Chemistry Education: Research and Practice in Europe , 2 (2) : 123 – 158 .
   Google Scholar
• Taber , K. S. 2002a . Chemical misconceptions—Prevention, diagnosis and cure: Theoretical background , Vol. 1 , London : Royal Society of Chemistry .
   Google Scholar
• Taber , K. S. 2002b . ‘Intense, but it’s all worth it in the end’: The colearner’s experience of the research process . British Educational Research Journal , 28 (3) : 435 – 457 .
   Web of Science ®Google Scholar
• Taber , K. S. 2003 . The atom in the chemistry curriculum: fundamental concept, teaching model or epistemological obstacle? . Foundations of Chemistry , 5 (1) : 43 – 84 .
   Google Scholar
• Taber , K. S. 2005 . Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas . Science Education , 89 (1) : 94 – 116 .
   Web of Science ®Google Scholar
• Taber , K. S. 2006 . Beyond constructivism: The progressive research programme into learning science . Studies in Science Education , 42 : 125 – 184 .
   Google Scholar
• Taber , K. S. 2007 . Classroom‐based research and evidence‐based practice: A guide for teachers , London : SAGE .
   Google Scholar
• Taber , K. S. 2008 . Conceptual resources for learning science: Issues of transience and grain‐size in cognition and cognitive structure [electronic version] . International Journal of Science Education , 30 : 1027 – 1053 .
   Web of Science ®Google Scholar
• Taber , K. S. and García Franco , A. in press . Intuitive thinking and learning chemistry . Education in Chemistry ,
   Google Scholar
• Taber , K. S. and Watts , M. 1996 . The secret life of the chemical bond: Students’ anthropomorphic and animistic references to bonding . International Journal of Science Education , 18 (5) : 557 – 568 .
   Web of Science ®Google Scholar
• Watts , D. M. and Gilbert , J. 1983 . Enigmas in school science: Students’ conceptions for scientifically associated words . Research in Science and Technological Education , 1 (2) : 161 – 171 .
   Google Scholar
• White , R. and Gunstone , R. 1992 . Probing understanding , London : The Falmer Press .
   Google Scholar
• Wightman , T. , Green , P. and Scott , P. 1986 . The construction of meaning and conceptual change in classroom settings: Case studies on the particulate nature of matter , Leeds, , UK : Children’s Learning in Science Project, Centre for Studies in Science and Mathematics Education .
   Google Scholar