STUDENTS’ IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER

Florian Budimaier; Martin Hopf

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STUDENTS’ IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER

Title	STUDENTS’ IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER
Publication Type	Journal Article
Year of Publication	2022
Authors	Budimaier, F, Hopf, M
Journal	Journal of Baltic Science Education
Volume	21
Issue	3
Start Page	381-397
Pagination	Continuous
Date Published	June/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	classroom experiments, conceptual change, particulate model, probing acceptance
Abstract	Research on students' thinking about the particulate nature of matter has shown that students find it difficult to connect the macroscopic with the sub microscopic world. Although they have heard about atoms, students stay within a continuous model of matter or attribute macroscopic properties to particles. The research presented focuses on the arguments students make when they have to explain experiments on a sub microscopic level. The question is if experiments convince students of the applicability of the particulate nature of matter. Therefore, the researchers conducted twenty interviews according to the method of probing acceptance with students from lower and upper-secondary school. Every interview featured one of five experiments, commonly used in teaching. The goal was to see if the experiments helped students to successfully apply the particulate model of matter. Students’ answers were coded using qualitative content analysis. The results of this research show, that explaining experiments on a sub microscopic level proves a great challenge for students. None of the five experiments seems to be a good starting point when engaging students with the particulate nature of matter for the first time. Therefore, further research should focus on other ways of introducing this difficult topic to students.
URL	https://oaji.net/articles/2022/987-1656443487.pdf
DOI	10.33225/jbse/22.21.381
Refereed Designation	Refereed
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