A fine-grained analysis of students’ explanations based on their knowledge of the atomic structure
Bibliographic Data
| ID | 21589448 |
|---|---|
| Authors | Nikolaos Zarkadis (0000-0003-0542-1958, Democritus University of Thrace), George Papageorgiou (0000-0003-3288-6419, Democritus University of Thrace, corresponding author) |
| Year | 2020 |
| Volume | 42 |
| Issue | 7 |
| Pages | 1162-1182 |
| Publication date | 2020-05-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2020.1751340 |
| OpenAlex | W3015756594 |
| Language | EN |
| Citations received | 1 |
| References cited | 49 |
The present work explores students’ repertoire of explicit knowledge fragments relevant to the atomic structure, seeking to answer which of those and through which routes are activated by students when constructing their explanations for some everyday situations. For this purpose, six tasks describing different situations were given to 225 students of the 10th and 11th grades of secondary schools from Northern Greece. Students’ responses were qualitatively analysed through a five-step scheme, where any discrete explicit knowledge fragments included in students’ explanations was extracted and categorised in relation to the atomic or subatomic characteristics. Extracted fragments of knowledge were also analysed according to their complexity and the ways that are organised when being activated by students. Implications for science education are analytically discussed
Knowledge level · Mathematics education · Physics · Repertoire · Science education · Subatomic particle · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Various Chemistry Research Topics
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |