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International Journal of Science …, 2009

Learning about particles in the English context The research findings discussed above derive from... more Learning about particles in the English context The research findings discussed above derive from an international literature. In the UK, where the study reported here was undertaken, analysis of data from National Surveys carried out in the 1980s by the government's Assessment of Performance Unit (e.g. APU 1989a) identified common misunderstandings of basic chemical ideas, including the application of basic particle models (Brook, Briggs & Driver, 1984; Briggs & Holding, 1986). Classroom-based case studies (Wightman et al, 1986) again found students having difficulty acquiring scientific meanings for particle ideas. These studies were undertaken before a National Curriculum was introduced in England (henceforth ENC) that mandated the science to be taught during the compulsory school years (ages 5-16), and which provides the curriculum context for the study we report below. Johnson (1998a, b, c, 2000a, b, 2005) undertook a detailed study of a group of students learning about basic chemical ideas in lower secondary science during the period 1990-1993. This coincided with the introduction of the ENC (Educational Reform Act, 1988; SI, 1989). Johnson's school science staff revised their lower school teaching scheme to meet the curriculum requirements (schools had previously had total freedom to select science content to teach, as discussed below.) This scheme was piloted with the new intake in September 1989, and the following year's intake included the class Johnson investigated for his study (Johnson, P. M., personal communication, 26 th October, 2007). Johnson drew upon the Renström et al. model discussed above, and developed an analytical scheme for a 'basic' particle model suitable for the lower secondary years in relation to the teaching scheme being used in the study school (Johnson, 1998a). The basic particle model did not distinguish between molecules, ions, etc., and did not consider internal structure. There were four main stages in the analytical scheme Johnson adopted: where particle ideas were not used by students: where they referred to particles but considered them embedded in a substance; where they accepted the particles were the substance, but assigned them macroscopic properties; and where particles with one set of properties made up the substance and collectively gave it distinct macroscopic properties.

International Journal of Science …, 2009

Learning about particles in the English context The research findings discussed above derive from... more Learning about particles in the English context The research findings discussed above derive from an international literature. In the UK, where the study reported here was undertaken, analysis of data from National Surveys carried out in the 1980s by the government's Assessment of Performance Unit (e.g. APU 1989a) identified common misunderstandings of basic chemical ideas, including the application of basic particle models (Brook, Briggs & Driver, 1984; Briggs & Holding, 1986). Classroom-based case studies (Wightman et al, 1986) again found students having difficulty acquiring scientific meanings for particle ideas. These studies were undertaken before a National Curriculum was introduced in England (henceforth ENC) that mandated the science to be taught during the compulsory school years (ages 5-16), and which provides the curriculum context for the study we report below. Johnson (1998a, b, c, 2000a, b, 2005) undertook a detailed study of a group of students learning about basic chemical ideas in lower secondary science during the period 1990-1993. This coincided with the introduction of the ENC (Educational Reform Act, 1988; SI, 1989). Johnson's school science staff revised their lower school teaching scheme to meet the curriculum requirements (schools had previously had total freedom to select science content to teach, as discussed below.) This scheme was piloted with the new intake in September 1989, and the following year's intake included the class Johnson investigated for his study (Johnson, P. M., personal communication, 26 th October, 2007). Johnson drew upon the Renström et al. model discussed above, and developed an analytical scheme for a 'basic' particle model suitable for the lower secondary years in relation to the teaching scheme being used in the study school (Johnson, 1998a). The basic particle model did not distinguish between molecules, ions, etc., and did not consider internal structure. There were four main stages in the analytical scheme Johnson adopted: where particle ideas were not used by students: where they referred to particles but considered them embedded in a substance; where they accepted the particles were the substance, but assigned them macroscopic properties; and where particles with one set of properties made up the substance and collectively gave it distinct macroscopic properties.