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Developing a way to view chemistry: a case study of one Swedish student’s rich conceptualisations to make sense of upper high school chemistry
Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences.
(English)Manuscript (preprint) (Other academic)
National Category
Natural Sciences
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-17771OAI: oai:DiVA.org:lnu-17771DiVA, id: diva2:505632
Available from: 2012-02-24 Created: 2012-02-24 Last updated: 2012-05-15Bibliographically approved
In thesis
1. Relationships between models used for teaching chemistry and those expressed by students
Open this publication in new window or tab >>Relationships between models used for teaching chemistry and those expressed by students
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is focused upon chemistry as a school subject and students' interpretations and use of formally introduced teaching models. To explore students' developing repertoire of chemical models, a longitudinal interview study was undertaken spanning the first year of upper secondary school chemistry. Matter in its different states was selected as the target framework for this study. The results presented are derived from both generalisations of groups of students as well as a case study describing an individual learner's interpretation of formal content. The results obtained demonstrated that the formal teaching models provided to the students included in this study were not sufficient to afford them a coherent framework of matter in its different states or for chemical bonding. Instead, students' expressed models of matter and phase change were to a high degree dependent on electron movement (Paper I), anthropomorphism (Paper II) and, for one student, a mechanistic approach based on small particles and gravitation (Paper III). The results from this study place focus on the importance of learners' prior learning (previous experiences) and the need to develop a coherent framework of formal teaching models for the nature of matter and phase change.

Place, publisher, year, edition, pages
Kalmar: Linnaeus university, 2012. p. 83
Series
Linnaeus University Dissertations ; 79/2012
Keywords
chemistry didactics, particulate nature of matter, phase transition, student expressed models, Swedish school, teaching models
National Category
Natural Sciences
Research subject
Natural Science, Science Education; Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-17824 (URN)978-91-86983-36-9 (ISBN)
Public defence
2012-03-30, N2007, Västergård, Smålandsgatan 26A, Kalmar, 13:00 (English)
Opponent
Supervisors
Available from: 2012-02-29 Created: 2012-02-29 Last updated: 2018-05-18Bibliographically approved

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Adbo, Karina

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf