Pupils’ Misconceptions about Atoms Juxtaposed to the Structure of Matter as Imagined by Ancient Thinkers
Vol. 9 No. 2 (2018), Research Reports
Vol. 9 No. 2 (2018)

Pupils’ Misconceptions about Atoms Juxtaposed to the Structure of Matter as Imagined by Ancient Thinkers

Research Reports
https://doi.org/10.14712/18047106.1176
Published 2018-12-31
Eva Hejnová
University of J. E. Purkyně, Ústí nad Labem
Dalibor Hejna
Technical University of Liberec, Faculty of Science, Humanities and Education, Department of Philosophy
pdf (Čeština)

How to Cite

Hejnová, E., & Hejna, D. (2018). Pupils’ Misconceptions about Atoms Juxtaposed to the Structure of Matter as Imagined by Ancient Thinkers. Scientia in Educatione, 9(2), 22-43. https://doi.org/10.14712/18047106.1176
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

In this review study, we present the most common misconceptions about atoms that have been identified in foreign research. The frequency of these misconceptions is exemplified by a study we carried out in the Czech Republic, involving a set of 170 pupils consisting of one class of fourth graders at an eight-year grammar school and six classes of ninth graders from various basic schools, all of whom were quizzed on their understanding of atoms. At the same time, we show how some of their misconceptions parallel those of
ancient thinkers, focusing in particular on Greek atomists. By shedding light on their thought processes, we also want to show how the knowledge of the formation of historical pre-scientific theories is important for understanding how contemporary science works and what paradigm it is based on.

https://doi.org/10.14712/18047106.1176
pdf (Čeština)

References

Allen, M. (2014). Misconceptions in primary science. Maidenhead: Open University Press.

Aristotelés (1984). Člověk a příroda. Praha: Svoboda.

Aristotelés (1996). Fyzika. Praha: Petr Rezek.

Ayas, A., Özmen, H. & C¸ alik, M. (2010). Students’ conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8(1), 165–184.

de Vos, W. & Verdonk, A.H. (1996). The particulate nature of matter in science education and in science. Journal of Research in Science Teaching, 33(6), 657–664.

Diogenes Laertios (1964). Životy, názory a výroky proslulých filosofů. Praha: NČSAV.

Driver, R. et al. (2003). Making sense of secondary science. New York: Routledge Falmer. Feynmann, R.P., Leighton, R. B. & Sands, M. (2000). Přednášky z fyziky s řešenými příklady 1. Praha: Fragment.

Griffiths, A.K. & Preston, K.P. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611–628.

Harrison, A. G. & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509–534.

Holding, B. (1987). Investigation of schoolchildren’s understanding of the process of dissolving with special reference to the Conservation of matter and the development of atomistic ideas [Thesis]. Leeds: University of Leeds.

Chalmers, A. (2009). The scientist’s atom and the philosopher’s stone: How science succeeded and philosophy failed to gain knowledge of atoms. Dordrecht: Springer.

Karata¸s, F., Ünal, S., Durland, G. & Bodner, G. (2013). What do we know about students’ beliefs? Changes in students’ conceptions of the particulate nature of matter from pre-instruction to college. In G. Tsapralis & H. Sevian (Eds.), Concepts of matter in science education (231–248). Dordrecht: Springer.

Kirk, G. S., Raven, J.E. & Schofield, M. (2004). Předsókratovští filosofové. Praha: Oikoymenh.

Lacina, A. (2011). Částicová struktura látek ab initio I. Matematika, fyzika, informatika, 20(6), 350–355.

Liu, X. & Lesniak, K. (2005). Understanding the matter concept from elementary to high school. Science Education, 89(3), 433–450.

Lucretius Carus, T. (1971). O přírodě. Praha: Svoboda.

Mandíková, D. & Trna, J. (2011). Žákovské prekoncepce ve výuce fyziky. Paido: Brno.

Maunová, K. (2010). Žákovské představy a pojetí učiva [Rigorózní práce]. Plzeň: Západočeská univerzita.

Novick, S. & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65(2), 187–196.

Ozmen, H. (2011). Turkish primary students’ conceptions about the particulate nature of matter. International Journal of Environmental & Science Education, 6(1), 99–121.

Palečková, J., Tomášek, V. & Straková, J. (1997). Třetí mezinárodní výzkum matematického a přírodovědného vzdělávání (Výsledky žáků 7. a 8. ročníků – Přírodovědné předměty). Praha: ÚIV.

Rámcový vzdělávací program pro základní vzdělávání (RVP ZV). (2010). Česká republika. Dostupné z http://www.nuv.cz/file/133

Renström, L., Anderson, B. & Marton, F. (1990). Students conceptions of matter. Journal of Educational Psychology, 82(3), 555–569.

Stepans, J. (2003). Targeting students’ science miskonceptions. Tampa: Showboard.

Svoboda, K. (Ed.). (1962). Zlomky předsokratovských myslitelů. Praha: NČSAV.

Škoda, J. & Doulík, P. (2006). Výzkum dětských pojetí vybraných přírodovědných fenoménů z učiva fyziky a chemie na základní škole. Pedagogika, 56(3), 231–245.

Štoll, I. (2009). Dějiny fyziky. Praha: Prometheus.

Tretera, I. (1996). Nástin dějin evropského myšlení. Praha: COWI.

Unver, A.O. & Arabacioglu, S. (2015). Helping pre-service science teachers to understand atomism through observations and experiments. Journal of Baltic Science Education, 14(1), 64–84.