[PDF] Understanding the atom and relevant misconceptions: Students - ERIC




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[PDF] Understanding the atom and relevant misconceptions: Students - ERIC

ABSTRACT: This work investigates the formation of particular student profiles based on of their ideas relating to basic characteristics of the atom

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[PDF] Understanding the atom and relevant misconceptions: Students - ERIC 76887_7EJ1131138.pdf 464

Science Education International

Vol. 27, Issue 4, 2016, 464-488

Understanding the atom and relevant misconceptions: 6PXGHQPV¶ profiles in relation to three cognitive variables

GEORGE PAPAGEORGIOU * , ANGELOS MARKOS,

NIKOLAOS ZARKADIS

ABSTRACT: This work investigates the formation of particular student profiles based on of their ideas relating to basic characteristics of the atom. Participants were secondary students of 8th, 10th and 12th grades from Northern Greece (n =

421), with specific cohort characteristics e.g. age, grade and class curriculum, and

individual differences, e.g. formal reasoning, field dependence-independence and divergent thinking. Analysis of data from four tasks concerning the characteristics of the atom, linked to identity and behaviour, revealed a significant number of VPXGHQPV¶ PLVŃRQŃHSPLRQVB $ ÓRLQP GLPHQVLRQ UHGXŃPLRQ MQG ŃOXVPHULQJ PHPORG was applied to outcomes from these four tasks and a four-cluster solution emerged as the most conceptually meaningful. An inspection of the relevant student profiles indicated that three tasks were the most important in the formation of the clusters; one task concerning the understanding of the differences between the atom and other particles of the microcosm and two tasks concerning relations between relevant micro- and macro- characteristics. Furthermore, individual differences ŃRXOG HIIHŃPLYHO\ GLVŃULPLQMPH NHPRHHQ VPXGHQP SURILOHVB *HQHUMOO\ VPXGHQPV¶ performance in the above tasks was positively associated to their performance in the three cognitive factors, whereas formal reasoning contributed the most to this discrimination. Although the distribution of student cohort characteristics across student profiles was not clearly different, it seemed that the curriculum also played a noticeable role in the formation of profiles. Relevant implications for the educational practice were also discussed. KEY WORDS: Atom, Misconceptions, Individual Differences, Student Profiles,

Cluster Correspondence Analysis

INTRODUCTION

6PXGHQPV¶ LGHMV UHJMUGLQJ POH characteristics of the atom

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