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A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

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Abstract

Knowledge about students’ conceptions is one of the requisite components of pedagogical content knowledge. A keen awareness of students’ alternative conceptions provides teachers with information about prospective difficulties students may incur as they make attempts to learn more accurate scientific representations of critical concepts. In this study, we investigated elementary school teachers’ understanding of their students’ alternative conceptions about change of states and dissolution. The subjects were 152 elementary school teachers and 529 sixth graders in Korea. A conceptions test and the test of the understanding about students’ conceptions were administered in order to examine students’ alternative conceptions and the teachers’ awareness of their students’ alternative conceptions, respectively. The effects of teachers’ characteristics such as teaching experience, highest academic degree, science teaching efficacy, and views about teaching and learning (i.e., constructivist and traditional) in relation to their awareness of students’ alternative conceptions were also investigated. The results indicated that the teachers tended to overestimate the number of students with scientifically accepted conceptions. The teachers also did not possess adequate knowledge about the existence and the distribution of their students’ alternative conceptions. It was found that teaching experience, highest academic degree, science teaching efficacy, and the level of teachers’ adoption of a constructivist view about teaching and learning were not significantly related to the their awareness of students’ alternative conceptions. It was found, however, that there is a significant relationship between the level of teachers’ traditional view about teaching and learning and their awareness of students’ alternative conceptions. Educational implications are discussed.

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Authors and Affiliations

  1. Department of Chemistry Education, Seoul National University, Seoul, Korea

    Chanho Yang & Taehee Noh

  2. School of Teacher Education, Florida State University, Tallahassee, FL, USA

    Lawrence C. Scharmann

  3. Department of Science Education, Jeonju National University of Education, Seohak-ro 50, Wansan-gu, Jeonju, 560-757, Korea

    Sukjin Kang

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Correspondence to Sukjin Kang.

Appendix

Appendix

Question 1

When water boils in a pot, one can observe big bubbles in the water. What does the bubble consist of?

Question 2

A balloon is tightly fitted at the top of a test tube containing a small amount of water. The test tube, the water, and the balloon weigh 65 g altogether. On heating the test tube, the water in the test tube disappears while the balloon is inflated. If one weigh the test tube with the inflated balloon, the weight will be …

a. Less than 65 g

b. More than 65 g

c. Equal to 65 g

Question 3

A glass is filled with ice cubes. The lid is closed tightly and the outer surface of the glass is dried with a towel. After 15 min, the outer surface of the glass is wet. Where do the drops on the outer surface of the glass come from?

Question 4

A glass, the water in the glass, and a sugar cube weigh 200 g altogether. After dropping the sugar cube into the glass, the water is stirred until the sugar completely disappears. If one weigh the glass with the water containing the dissolved sugar, the weight will be …

a. Less than 200 g

b. More than 200 g

c. Equal to 200 g

Question 5

A spoon of salt is poured into a glass with water. The water is stirred until the salt completely dissolved. If one respectively tastes the upper part, the lower part, and the middle part of the solution 1 day later, which part will taste the saltiest?

a. The upper part

b. The lower part

c. The middle part

d. Any part of the solution will taste the same

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Yang, C., Noh, T., Scharmann, L.C. et al. A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution. Asia-Pacific Edu Res 23, 683–698 (2014). https://doi.org/10.1007/s40299-013-0140-7

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