A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: dimensions of conceptual progression

By Russell Tytler. 2000

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/51a79b71eade981b54cbed6d71d64ad438ecae17

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “Several studies (Bar & Travis, 1991; Johnson, 1998a, b; Tytler, 2000; Tytler & Peterson, 2005) showed that pupils have difficulty with evaporation because they think that water cannot just disappear, and if air/gas is not seen as a substance, nothing can be up above the liquid surface. It is common ”
Reexamining the Role of Cognitive Conflict in Science Concept Learning (2004, background): “…was a common theme running through this area of research (Scott, Asoko, & Driver, 1992), and numerous researchers continue to investigate students’ conceptions in various content domains (e.g., Borges & Gilbert, 1999; Roald & Mikalsen, 2000; Teixeira, 2000; Tytler, 2000; Voska & Heikkinen, 2000).”
A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “In a previous but related study (Tytler, 2000), almost half of Year 1 and Year 6 students’ explanations of condensation phenomena, and more than 25% of evaporation explanations, were associative, perhaps linking “moisture” with “coldness,” or referring to personal anecdotes such as about humid…”
Using Three-Tier Diagnostic Test to Assess Students' Misconceptions of States of Matter. (2014, background): “There have been numerous studies indicating that students’ misconceptions have considerable influence on students’ learning of fundamental science concepts and the subsequent more advanced concepts (Artdej et al., 2010; Ayas et al., 2010; Gabel et al., 1987; Tytler, 2000; Voska & Heikkinen, 2000).”
Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, unknown): “…(Andersson, 1990; Eilam, 2004; Gómez-Crespo & Pozo, 2004; Harrison & Treagust, 2002; Mortimer, 1998; Novick & Nussbaum, 1981; Renström, Andersson, & Marton, 1990; Stavy, 1995; Tytler, 2000), and often these conceptions do not match the canonical target knowledge presented in the school curriculum.”
The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change (2005, background): “The research on students’ alternative conceptions in various content domains rapidly expanded during the 1980s (Wandersee et al., 1994), and remains an important agenda to be investigated (for example, Roald & Mikalsen, 2000; Teixeira, 2000; Tytler, 2000; Voska & Heikkinen, 2000).”
Implications of Complexity for Research on Learning Progressions (2015, background): “To be sure, complexity does not require idiosyncrasy, and it is clear that in many cases there are predictable patterns of reasoning, such as the idea of water soaking into the ground (Tytler, 2000).”