Middle school students' beliefs about matter

By M. Nakhleh, Ala Samarapungavan, Yılmaz Sağlam. 2005

156 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b9f6c8b62db030c04c70773c402d27cb274b1e41

How researchers see this paper

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

In Education

1. J. Othman
2. A. Chandrasegaran
3. Mark R. Wilson
4. Shih-Ying Yao
5. Paul Black
6. Billie Eilam
7. David F. Treagust
8. V. Talanquer

In Physical and Theoretical Chemistry

1. J. Othman
2. A. Chandrasegaran
3. Mark R. Wilson
4. Billie Eilam
5. David F. Treagust
6. V. Talanquer
7. Cengiz Tüysüz
8. Allan G. Harrison

In Social Psychology

1. Shih-Ying Yao
2. Paul Black
3. Mark R. Wilson
4. Billie Eilam
5. David F. Treagust
6. V. Talanquer
7. Cengiz Tüysüz

Citations in the corpus

• An Investigation into the Relationship between Students’ Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding (2008, background): “Other researchers have also reported studies in which students similarly described dissolving as melting (Driver, Squires, Rushworth, & Wood-Robinson, 1994; Krnel et al., 1998), or as ‘breaking’ into smaller pieces (Krnel et al., 1998; Nakhleh et al., 2005).”
• On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “Students’ ideas about the structure of matter have been organised in different categories, conceptions, or models by authors who have completed longitudinal or cohort research studies (Johnson, 1998; Margel et al., 2008; Nakhleh & Samarapungavan, 1999; Nakhleh et al. 2005; Renström et al., 1990).”
• Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “The schemes of both Nakhleh et al. (2005) and Johnson and Papageorgiou (2010) concern understanding of particles: their sequences propose that pupils develop from having no sense of particles (a macrocontinuous model of matter), to seeing particles as embedded in matter, to equating the properties…”
• System thinking and feeding relations: learning with a live ecosystem model (2012, background): “inability to distinguish between inorganic and organic materials (Hogan and Fisherkeller 1996), and their perception of matter as successive (Nakhleh et al. 2005) further constrained students’ systemic thinking.”