Search results for: Stamovlasis Dimitrios
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This article presents a study, which examined the effectiveness of a specially designed intervention on chemical changes. The participants were one hundred and thirty Greek primary school teachers. The results show that pre-intervention, teachers were found to have a relatively limited ability in explaining chemical changes. The teachers also held a number of misconceptions similar to those of pupils. Post-intervention, teachers’ descriptions and explanations were found to be significantly improved. However, post-intervention, teachers seemed better able to manage the combustion of hydrogen and the heating of sugar, than the burning candle which had been studied in the course.
Updated: Aug. 17, 2014
The authors explored pupils’ understanding of chemical change. This change was investigated in relation to two cognitive variables: logical thinking and field-dependence/field-independence. The participants were 99 sixth-grade elementary school pupils, which were involved in two different tasks related to combustion. The findings provide empirical evidence that the above individual differences have an effect on pupils’ understanding the phenomenon of chemical change at that critical age.
Updated: Apr. 23, 2013