Can Simple Particle Models Support Satisfying Explanations of Chemical Changes for Young Students?

  • George Papageorgiou
Part of the Innovations in Science Education and Technology book series (ISET, volume 19)


Since the meaning of an explanation of a chemical change is related to both an evaluation of the macroscopic changes and an interpretation at the microscopic level, any satisfying explanation requires the development of a particular model describing the structure of substances. A number of such models have been already developed by science education researchers in relation to corresponding educational levels, providing bases for explanations of chemical changes. In this chapter, an attempt is made to generally categorize such models in relation to educational levels, and thereafter some thoughts are presented concerning the general context, the possibilities and the usefulness of an introduction of such a particle model, and possible corresponding explanations to young students (ages 11/12). The idea to work for satisfying explanations of chemical changes even from the upper grades of primary school is supported. Some thoughts about conditions concerning the design and implementation of an appropriate curriculum are discussed.


Chemical Change Particle Model Young Student Chemical Phenomenon Particle Idea 
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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Primary Education, Division of Science and MathematicsDemocritus University of ThraceAlexandroupolisGreece

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