Progression in children's understanding of the matter concept from elementary to high school

By Xiufeng Liu, Kathleen M. Lesniak. 2006

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System thinking and feeding relations: learning with a live ecosystem model (2012, background): “Students are generally unable to relate macroscopic observations to microscopic explanations and to recognize that similar micro processes underlie different macro-level processes in all live creatures (Alparslan et al. 2003; Liu and Lesniak 2006).”
Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory (2009, background): “…have not mastered this initial step to subsequently thinking in concepts in relation to the concept of matter, even after instruction (e.g., Ahtee & Varjola, 1998; Lee, Eichenberger, Anderson, Berkheimer, & Blakeslee, 1993; Liu & Lesniak, 2006; Solomonidou & Stavridou, 1998, 2000; Stavy, 1990).”
Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations (2007, background): “For example, Liu and Lesniak (2006) investigated the progression of precollege students’ understandings of solutions across age groups.”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, unknown): “…the progression of core ideas from one educational level to another (Andersson, 1990; Jiménez Gómez, Benarroch, & Marín, 2006; Johnson, 1998; Liu & Lesniak, 2005, 2006; Margel, Eylon, & Scherz, 2008; Nakhleh & Samarapungavan, 1999; Nakhleh, Samarapungavan, & Saglam, 2005; Novick & Nussbaum,…”