The Particulate Nature of Matter: Challenges in Understanding the Submicroscopic World

By Allan G. Harrison, David F. Treagust. 2002

213 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9d865cff85d12d6206c3f4b044532fdb4cddb741

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Citations in the corpus

Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. (2009, background): “In fact, students at this level tend to use the terms atom, molecule, and particle interchangeably (Harrison & Treagust, 2002).”
Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “to visualize chemists’ conceptual models (Abraham et al. 1992; Ben-Zvi et al. 1987; Ebenezer and Erickson 1996; Garnett and Treagust 1992; Harrison and Treagust 2002; Lijnse et al. 1990; Novick and Nussbaum 1981; Othman et al. 2008).”
Development of two-tier diagnostic instrument and assess students' understanding in chemistry (2009, background): “Studies in which students’ alternative conceptions were described cover a wide range of subject areas including science (Garnett et al., 1995; Barker and Millar, 2000; Pedrosa and Dias, 2000; Schmidt, 2000; Taber et al., 2000; Taber, 2001; De Jong and Treagust, 2002; Harrison and Treagust, 2002).”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “Particle theory is foundational to all chemistry studies (Adadan, Trundle, & Irving, 2010; Harrison & Treagust, 2002; NRC 1996).”
Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, background): “Overcoming students’ learning difficulties in making sense of these shifts is one of the central problems of chemistry teaching (Gilbert & Treagust, 2009; Harrison & Treagust, 2002).”
Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008, background): “Many studies of student thinking in chemistry do not concern learners’ ideas about directly observable phenomena (such as moving balls) but rather concern the submicroscopic world of particles such as electrons, ions and molecules (Harrison & Treagust, 2002 ).”
An Investigation into the Relationship between Students’ Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding (2008, background): “Students tend to perceive bonds as something substantive, like for example, regarding bonds as material connections (Harrison & Treagust, 2002).”