Guiding Age 10-11 Students to Notice the Salient Features of Physical Change Models in Chemistry Digital Learning Objects
Brenda Gustafson, University of Alberta, Canada ; Peter Mahaffy, Brian Martin, The King's University College, Canada
JCMST Volume 34, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper focuses on one Grade 5 class (9 females; 9 males) who worked in student-pairs to view five digital learning object (DLO) lessons created by the authors and meant to introduce students to the nature of models, the particle nature of matter, and physical change. Specifically, the paper focuses on whether DLO design elements could assist student-pairs to identify salient features needed to distinguish among particle models of solids, liquids, and gases and explain particle behavior during physical change. The primary data source is the student-pairs’ responses to on-line questions embedded in the DLOs at the end of Lesson 3 and at the beginning, middle, and end of Lesson 4. Data shows that nearly every student-pair acknowledged the importance of noticing movement, spacing, and holding when trying to distinguish among particle models of solids, liquids, and gases. Further, they identified changes to movement, spacing, and holding as the salient features of physical change. The paper concludes with recommendations for future research.
Gustafson, B., Mahaffy, P. & Martin, B. (2015). Guiding Age 10-11 Students to Notice the Salient Features of Physical Change Models in Chemistry Digital Learning Objects. Journal of Computers in Mathematics and Science Teaching, 34(1), 5-39. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2018 from https://www.learntechlib.org/primary/p/114412/.
© 2015 Association for the Advancement of Computing in Education (AACE)
- Bereiter, C. (1985). Towards a solution to the learning paradox. Review of Educational Research, 55, 201-226.
- Creswell, J.W. (2006). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd edition). Upper saddle river, nJ: Pearson Merrill Prentice hall.
- Gibson, J.J. (1997). The story of affordances. In R. Shaw and J. Bransford (eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67-82). Hillsdale, nJ: erlbaum.
- Johnson, P., & Papageorgiou, G. (2010). Rethinking the introduction of particle theory: a substance-based framework. Journal of Research in Science Teaching, 47(2), 130-150.
- Linn, M.C. (2003). Technology and science education: starting points, research programs, and trends. International Journal of Science Education, 25(6), 727-758.
- Litchtfeldt, M. (1996). Development of pupils’ ideas of the particulate nature of matter: Long-term research project. In G. Welford, J. Osborne and P. Scott (eds.), Research in science education in Europe (pp. 212-228). London:
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.