Mental representations of 12 year-old children about boiling and evaporation: A probabilistic association with convergent and divergent thinking
Résumé
Students’ understanding of physical phenomena is determined by their relevant representations, which are very crucial for science education. Since these representations are often incompatible with the scientific view, their functional role in the learning processes has been the main interest of a plethora of research work over the last decades. In the present research students’ representations for boiling and evaporation are investigated and an attempt is made to correlate them with two cognitive variables, which have been shown to be involved in mental processes of learning science, namely convergent and divergent thinking. The study took place with the participation of 375 sixth-grade elementary school pupils (aged 11-12). Methodologically the ordinal logistic regression was implemented to correlate the categorical-type dependent variable with scale-type independent predictors. The results show that both convergent and divergent thinking are significantly associated with pupils' sufficient responses. Interpretation of the results and implications for science education are discussed.
Article Details
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Tsikalas, T., Stamovlasis, D., & Papageorgiou, G. (2014). Mental representations of 12 year-old children about boiling and evaporation: A probabilistic association with convergent and divergent thinking. Preschool and Primary Education, 2, 17–26. https://doi.org/10.12681/ppej.87
- Numéro
- Vol. 2 (2014)
- Rubrique
- Άρθρα
Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
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Références
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Bahar, M. (1999). Investigation of Biology student's cognitive structure through word association tests, mind maps and structural communication grids (Unpublished Doctoral dissertation). University of Glasgow.
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Coştu, B., & Ayas, A. (2005). Evaporation in different liquids: Secondary students’ conceptions. Research in Science & Technological Education, 23, 75–97.
Coştu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in students’ understanding of evaporation. Chemistry Education: Research and Practice, 11, 5–16.
Coştu, B., Ayas, A., Niaz, M., Ünal, S., & Çalik, M. (2007). Facilitating conceptual change in students’ understanding of boiling concept. Journal of Science Education and Technology, 16, 524–536.
Danili, E., & Reid, N. (2006). Cognitive factors that can potentially affect pupils’ test performance. Chemistry Education Research and Practice, 7, 64-83.
Guastello, S. J., Bzdawaka, A., Guastello, D. D., & Rieke, M. L. (1992). Cognitive abilities and creative behaviours: CAB-5 and consequences. Journal of Creative Behaviour, 26, 260–267.
Gretzels, J. W., & Jackson, P. W. (1962). Creativity and intelligence. London/New York: John Wiley.
Hudson, L. (1968). Frames of mind. London: Methuen.
Hatzinikita, V., & Koulaidis, V. (1997). Pupils’ ideas on conservation during changes in the state of water. Research in Science and Technology Education, 15, 53-70.
Heller, K. A. (2007). Scientific ability and creativity. High Ability Studies, 18, 209-234.
Hilbe, J. M. (2009). Logistic regression models. New York: CRC Press.
Hindal, H., Reid, N., & Badgaish, M. (2009). Working memory, performance and learner characteristics. Research in Science & Technological Education, 27, 187-204.
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Johnson, P. M. (1998c). Children’s understanding of state involving the gas state, Part 2. Evaporation and condensation below boiling point. International Journal of Science Education, 20, 695–709.
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Krnel, D., Watson, R., & Glazar, S.A. (1998). Survey of research related to the development of the concept of matter. International Journal of Science Education, 20, 257-289.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30, 249–270.
Orton, A. (1992). Learning mathematics issues, theory and classroom practice. London: Cassell Education Series.
Osborne, R. J., & Cosgrove, M. M., (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20, 825-838.
Paik, S.-H., Kim, H.-N., Cho, B.-K., & Park, J.-W. (2004). K-8th grade Korean students’ conceptions of changes of state and conditions for changes of state. International Journal of Science Education, 26, 207–224.
Papageorgiou, G., & Johnson, J. (2005). Do particle ideas help or hinder pupils’ understanding of phenomena? International Journal of Science Education, 27, 1299–1317.
Papageorgiou, G., Stamovlasis, D., & Johnson, P. M. (2010). Primary teachers’ particle ideas and explanations of physical phenomena: The effect of an in-service training course. International Journal of Science Education, 32, 629–652.
Rasch, G. (1980). Probabilistic Models for Some Intelligence and Attainment Tests (expanded edition). Chicago: The University of Chicago Press.
Stamovlasis, D., & Papageorgiou, G. (2012). Understanding chemical change in primary education: The effect of two cognitive variables. Journal of Science Teacher Education, 23, 177-197.
Stamovlasis, D., Papageorgiou, G., & Tsitsipis, G. (2013). The coherent versus fragmented knowledge hypotheses for the structure of matter: An investigation with a robust statistical methodology. Chemistry Education, Research and Practice, 14, 485-490.
Stamovlasis, D., Tsitsipis, G., & Papageorgiou, G. (2010). The effect of logical thinking and two cognitive styles on understanding the structure of matter: an analysis with the random walk method. Chemistry Education, Research and Practice, 11, 173-181.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of chemical reaction concept during secondary education. International Journal of Science Education, 20, 205–221.
Tsitsipis, G., Stamovlasis, D., & Papageorgiou, G. (2010). The effect of three cognitive variables on students’ understanding of the particulate nature of matter and its changes of state. International Journal of Science Education, 32, 987-1016.
Tsitsipis, G., Stamovlasis, D., & Papageorgiou, G. (2012). A probabilistic model for students’ errors and misconceptions in relation to three cognitive variables. International Journal of Science and Mathematics Education, 10, 777-802.
Tytler, R. A. (2000). Comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22, 447–467.
Bahar, M. (1999). Investigation of Biology student's cognitive structure through word association tests, mind maps and structural communication grids (Unpublished Doctoral dissertation). University of Glasgow.
Bar, V., & Galili, I. (1994). Stages of children’s views about evaporation. International Journal of Science Education, 16, 157-174.
Child, D., & Smithers, A., (1973). An attempted validation of the Joyce-Hudson scale of convergence and divergence. British Journal of Educational Psychology, 43, 57-61.
Coştu, B., & Ayas, A. (2005). Evaporation in different liquids: Secondary students’ conceptions. Research in Science & Technological Education, 23, 75–97.
Coştu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in students’ understanding of evaporation. Chemistry Education: Research and Practice, 11, 5–16.
Coştu, B., Ayas, A., Niaz, M., Ünal, S., & Çalik, M. (2007). Facilitating conceptual change in students’ understanding of boiling concept. Journal of Science Education and Technology, 16, 524–536.
Danili, E., & Reid, N. (2006). Cognitive factors that can potentially affect pupils’ test performance. Chemistry Education Research and Practice, 7, 64-83.
Guastello, S. J., Bzdawaka, A., Guastello, D. D., & Rieke, M. L. (1992). Cognitive abilities and creative behaviours: CAB-5 and consequences. Journal of Creative Behaviour, 26, 260–267.
Gretzels, J. W., & Jackson, P. W. (1962). Creativity and intelligence. London/New York: John Wiley.
Hudson, L. (1968). Frames of mind. London: Methuen.
Hatzinikita, V., & Koulaidis, V. (1997). Pupils’ ideas on conservation during changes in the state of water. Research in Science and Technology Education, 15, 53-70.
Heller, K. A. (2007). Scientific ability and creativity. High Ability Studies, 18, 209-234.
Hilbe, J. M. (2009). Logistic regression models. New York: CRC Press.
Hindal, H., Reid, N., & Badgaish, M. (2009). Working memory, performance and learner characteristics. Research in Science & Technological Education, 27, 187-204.
Johnson, P. M. (1998a). Progression in children’s understanding of a ‘basic’ particle theory: A longitudinal study. International Journal of Science Education, 20, 393–412.
Johnson, P. M. (1998b). Children’s understanding of changes of state involving the gas state, Part 1. Boiling water and the particle theory. International Journal of Science Education, 20, 567–583.
Johnson, P. M. (1998c). Children’s understanding of state involving the gas state, Part 2. Evaporation and condensation below boiling point. International Journal of Science Education, 20, 695–709.
Johnson, P., & Papageorgiou, G. (2010). Rethinking the introduction of particle theory: a substance-based framework. Journal of Research in Science Teaching, 47, 130-150.
Krnel, D., Watson, R., & Glazar, S.A. (1998). Survey of research related to the development of the concept of matter. International Journal of Science Education, 20, 257-289.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30, 249–270.
Orton, A. (1992). Learning mathematics issues, theory and classroom practice. London: Cassell Education Series.
Osborne, R. J., & Cosgrove, M. M., (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20, 825-838.
Paik, S.-H., Kim, H.-N., Cho, B.-K., & Park, J.-W. (2004). K-8th grade Korean students’ conceptions of changes of state and conditions for changes of state. International Journal of Science Education, 26, 207–224.
Papageorgiou, G., & Johnson, J. (2005). Do particle ideas help or hinder pupils’ understanding of phenomena? International Journal of Science Education, 27, 1299–1317.
Papageorgiou, G., Stamovlasis, D., & Johnson, P. M. (2010). Primary teachers’ particle ideas and explanations of physical phenomena: The effect of an in-service training course. International Journal of Science Education, 32, 629–652.
Rasch, G. (1980). Probabilistic Models for Some Intelligence and Attainment Tests (expanded edition). Chicago: The University of Chicago Press.
Stamovlasis, D., & Papageorgiou, G. (2012). Understanding chemical change in primary education: The effect of two cognitive variables. Journal of Science Teacher Education, 23, 177-197.
Stamovlasis, D., Papageorgiou, G., & Tsitsipis, G. (2013). The coherent versus fragmented knowledge hypotheses for the structure of matter: An investigation with a robust statistical methodology. Chemistry Education, Research and Practice, 14, 485-490.
Stamovlasis, D., Tsitsipis, G., & Papageorgiou, G. (2010). The effect of logical thinking and two cognitive styles on understanding the structure of matter: an analysis with the random walk method. Chemistry Education, Research and Practice, 11, 173-181.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of chemical reaction concept during secondary education. International Journal of Science Education, 20, 205–221.
Tsitsipis, G., Stamovlasis, D., & Papageorgiou, G. (2010). The effect of three cognitive variables on students’ understanding of the particulate nature of matter and its changes of state. International Journal of Science Education, 32, 987-1016.
Tsitsipis, G., Stamovlasis, D., & Papageorgiou, G. (2012). A probabilistic model for students’ errors and misconceptions in relation to three cognitive variables. International Journal of Science and Mathematics Education, 10, 777-802.
Tytler, R. A. (2000). Comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22, 447–467.
