European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.163547
Volume 2│Issue 8│2016
PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
Hasan Özgür Kapici1i, Hakan Akcay2
1,2
Department of Mathematics and Science Education, Faculty of Education,
Yildiz Technical University, Istanbul-Turkey
Abstract:
Misconceptions are one the biggest troubles for both teachers and students. In order to
have scientifically valid knowledge, students should have meaningful conceptual
understanding. Researchers have been designing studies based on different teaching
methods so as to reach beneficial outcomes to handle with misconceptions. In this
study, the main purpose is to reveal misconceptions about particulate nature of matter
held by middle and high school students in Turkey by examining the related studies
done since 2010. In addition, another goals are to see which kind of data gathering
instruments have been used frequently and to determine these studies have been
implemented in which level, whether middle school or high school. With specific
keywords and criteria, 21 related articles were reached and examined. The findings
shows that open ended questionnaire or interview forms are the most frequent
instruments in order to gather data in the studies which were done for diagnosing
misconceptions about particulate nature of matter. The participants of studies are
usually from middle school students. Lastly, misconceptions are common among
students.
Keywords: particulate nature of matter, misconception, middle school students, high
school students
Introduction
Learning should be based on scientifically valid concepts. In other cases, it is
indispensable fact that students may have misconceptions. Furthermore several studies
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
(e.g. Duit & Treagust, 2003; Duit, Treagust & Widodo, 2008) show that students come to
class with concepts that they have learnt before formal education stage and which are
not appropriate with scientific knowledge. On the other hand, it is possible to change
these misconceptions with scientifically appropriate concepts through the process
which is called as conceptual change process (Treagust & Duit, 2009). It is also known
that students build up new concepts with respect to former concepts (Driver, Guesne &
Tiberghien, 1985; Palmer, 1999; Tsai, 1998). For this reason, researchers advocate that
students’ previous knowledge should not contradict with scientifically valid ones; if
not, students may constitute new concepts based on incorrect concepts.
Studies
about
conceptual
change
process
and
students’
conceptual
understanding are based on several theoretical frameworks (Duit & Treagust, 2003). For
example, Driver and Easley (1978) state that studies which investigate the effects of
misconceptions in science education based on two major viewpoints (ct. Duit, Treagust
& Widodo, 2008). These were developed by Piaget and Ausubel. Piaget believes that
learning is a kind of individual activity, in which schemas in mind change as a result of
assimilation or accommodation. On the other hand, Ausubel (1960) advocates that the
most important factor that has a major role in learning is former concept knowledge
and student’s learning take shape with respect to these former concept understanding.
Conceptual change studies reveal that it has usually investigated with respect to
three different viewpoints, which are epistemological, ontological, and affective (Duit &
Treagust, 2003). Posner, Strike, Hewson and Gertzog (1982) developed classical
conceptual change model with respect to epistemological view. This model claims that
student’s discontent with previous knowledge initiate conceptual change process and if
new concept accepted as logical, understandable and useful by the student,
accommodation takes place (Treagust & Duit, 2009). If misconception held by the
student is not contrary to student’s thoughts, the student accepts new concept by
assimilating it (Treagust & Duit, 2009). In other words, if new concepts are seemed as
logical, useful and apprehensible by the students, conceptual change occurs. If not,
student shapes new concept based his/her previous concept knowledge and assimilates
it (Treagust & Duit, 2009).
Ontological conceptual change defined as how students see the change in
‘reality’ (Chi, Slotta & Leeuw, 1994). Chi (1992) divided the ontological conceptual
change in two different levels. In one of them, conceptual change occurs in the same
ontological category. In the second one, conceptual change takes place between
different ontological categories and whereas the former one called as hierarchical
conceptual change, the latter one known as radical conceptual change. Furthermore she
advocates that conceptual change and understanding occurs through different
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
ontological categories in science education. That’s why, it is perceived difficult by
students.
The study done by Pintrich, Marx and Boyle (1993) revealed that social and
affective factors should be considered in conceptual change process. They advocate
that, in addition to cognitive activities, motivation and social interactions are also
crucial for conceptual change. For example, students’ self-efficacy, goals, expectations,
ambition and needs, classroom environment are important factors as much as cognitive
elements. If teachers do not take consider these affective agents, conceptual change does
not occur completely.
As a consequence, it is obvious that in conceptual change process student should
be active for both mentally and socially. Student should be convinced that new concept
is scientifically valid and should accept it. Learning environment, student’s motivation
and ambitions should support him/her through the conceptual change process in order
to accept the scientifically valid concept instead of the incorrect one.
Particulate Nature of Matter in Science Education
The particulate nature of matter (PNM) is one of the basic topics in science education,
especially in chemistry. It includes topics such as matter structure and properties,
matter phases and phase changes, conservation of mass, chemical reactions and
bonding, ions and solutions (Ayas & Ozmen, 2002; Griffiths & Preston, 1992; de Vos &
Verdonk, 1996; Haidar, 1997; Lee et al., 1993; Tsai, 1999; Adadan & Savasci, 2012). In
order to understand these topics, students must learn PNM successfully.
In Turkey, students come across with the topic more than half of their primary
education duration but the studies show that they still have misconceptions about PNM
(Boz, 2006; Geban & Bayır, 2000; Kavak, 2007; Tezcan & Salmaz, 2005). One of the main
reasons for having too many misconceptions about PNM is that it covers too many
abstract concepts (Özmen & Kenan, 2007). Another reason may be wrongly associating
background of daily events with PNM (Adadan, Irving & Trundle, 2009). Other study
done by Özalp and Kahveci (2011) concluded that students may interpret PNM with
respect to the physical state of matter. This may be other misconception source for
students.
In related literature, there are many studies about PNM, which were done with
students from different grades (Boz, 2006; Gabel, 1993; Geban ve Bayır, 2000; Harrison
ve Treagust, 1996; Kavak, 2007; Nakhleh ve Samarapungavan, 1999; Nakhleh,
Samarapungavan ve Sağlam, 2005). Whereas some of these studies directly investigated
misconceptions about PNM, the other studies tried to release misconceptions about
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
PNM related topics such as phase change, solubility, physical and chemical change. The
primary aim of this paper is to analyse misconceptions about PNM held by Turkish
students. In addition, types of used instruments and participants’ grade level in the
studies, which investigate misconceptions about PNM, are examined. Current study has
an important role in related literature since it addresses curriculum developers, science
and chemistry teachers and researchers. It reveals possible misconceptions about the
topic and their possible sources. On the other hand, although the study examines
research from Turkey, its audiences are curriculum developers, teachers and
researchers from all over the world since misconceptions about PNM are common for
all students. That’s why; it indeed has an international importance. Within this respect,
the research questions are determined as following:
1. What kinds of instruments have been used to diagnose misconceptions about
PNM in the studies which were done between 2010 and 2015?
2. What are the common misconceptions about PNM held by middle and high
school students in Turkey with respect to the studies which were done between
2010 and 2015?
3. In which level (middle school or high school), do the studies, which were done
between 2010 and 2015, generally have been implemented?
Methodology
Qualitative research method was used in the study. In qualitative research studies, the
aim is not confirming predetermined ideas (Sherman & Webb, 1988); instead of it,
finding out of events, processes or concepts. Document analysis, which is a kind of data
collection techniques in qualitative research, was used in current study.
∑
∑
∑
Three main criteria were determined for choosing the studies.
The study must be done with Turkish middle and/or high school students.
The study must be about diagnosing misconceptions about PNM.
The study must be done in 2010 or later.
Within these considerations and the keywords “particulate nature of matter”,
“misconceptions” and in Turkish “maddenin tanecikli yapısı” and “kavram yanılgıları”, 21
articles were reached.
Data Analysis
The studies were analysed with respect to the instrument or rubric they used, grade
level of participants and findings. In order to provide reliability, the analyses were also
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
done by another researcher, who is an expert on chemistry education, and some critical
points were discussed and achieved a consensus.
Findings
The studies done about PNM were analyzed with respect to the instrument(s) used in
the studies, grade levels of students and findings misconceptions about PNM. Table 1
shows that types of instruments used for diagnosing misconceptions about the topic.
Table 1: Instruments used in selected studies
Type(s) of Instrument
f
%
Open ended questionnaire or Interview
7
33.3
Achievement / Conceptual understanding test
6
28.5
Drawing test
3
14.2
Conceptual understanding test + Interview
2
9.5
Drawing test + Open ended questionnaire
1
4.7
True/False questionnaire
1
4.7
True/False questionnaire + Open ended questionnaire
1
4.7
It can be seen from Table 1, the most common kinds of instruments used in research
about diagnosing misconceptions about PNM are open ended questionnaire, semistructured interview forms, achievement and conceptual understanding tests. In
addition, some of achievement and conceptual understanding scales are two-tier tests.
In the first step, the student chooses the answer and for the next, explains his/her
reasoning. Drawing tests are another type of instruments used in studies for
determining PNM misconceptions held by middle and high school students. Lastly,
there are other types of instruments which are not very common about PNM studies
such as true/false questionnaire and combination of open ended questionnaire with
drawing test or conceptual understanding test.
Table 2 shows that distribution of studies with respect to grade level. It can be
seen that most of the studies have been done with middle school students. The number
of studies which were done with high school students is five. Lastly, one of the studies’
participants is from both middle and high school students.
Table 2: Studies Distribution with respect to Grade level
Grade Level
f
%
15
71.4
High School
5
23.8
Middle and High School
1
4.7
Middle School
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
Lastly, Table 3 shows common misconceptions about PNM which are held by middle
and/or high school students. It can be see that students mainly assume that physical
properties of a process or an object are also valid for its particulate nature. In addition,
misconceptions about sub-microscopic level are common among middle and high
school students. Due to the fact that PNM is related with many other topics in
chemistry, misconceptions were found from different topics.
Table 3: Misconceptions held by middle and high school students
Misconception(s)
Solids
or
matters
have
Cited by
continuous
Aslan (2014), Ayas, Özmen and Çalık (2010), Demircioğlu,
structure.
Vural and Demircioğlu (2013), Leblebicioğlu (2012)
Whereas particles in a solid object do not
Gökulu (2013), Ormancı and Balım (2014), Özmen (2011a),
move, particles in a liquid or gases object
Özmen (2011b), Öztuna Kaplan and Boyacıoğlu (2013)
move.
In liquids and gases, the particles just have
rotational movement, they do not shake.
Solids do not have particles while liquids
consist of particles.
There are no gaps between the particles of
a liquid or gas.
There are gaps among atoms, which can be
seen.
Atoms can be seen by microscope.
Çökelez and Yalçın (2012), Demircioğlu, Altuntaş Aydın
Atoms cannot be seen because protons,
and Demircioğlu (2012), Gökulu (2012), Meşeci, Tekin and
neutrons and electrons are colourless.
Karamustafaoğlu (2013), Ormancı and Balım (2014)
Particles are alive.
Atoms are made up of cells.
Ink particles have a constant shape, but
Ayas, Özmen and Çalık (2010),
water particles do not have, so the shape of
ink particles affects water particles.
Proton’s mass and neutron’s mass are
Demircioğlu, Altuntaş Aydın and Demircioğlu (2012)
equal to each other.
There are concrete objects between atoms
Öztuna Kaplan and Boyacıoğlu (2013)
like stick in order to bond two atoms to
each other.
Thawing is a chemical process.
Aslan (2014), Demircioğlu, Dinç and Çalık (2013)
If a matter’s or objects’ physical appearance
Çayan ve Karslı (2015), Ergün and Sarıkaya (2014), Gökulu
changes, than its molecular structure also
(2013), Kıngır and Geban (2014), Leblebicioğlu (2012),
changes.
Meşeci, Tekin and Karamustafaoğlu (2013), Sarıkaya and
If copper plate is compressed, then its
Ergün (2014)
atoms also compressed and their shapes
change.
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
When coal or a pin is peened, its atoms’
shape changes.
When a plane hits nitrogen molecule, its
shape change.
When an iron nail is rusted, its mass
decreases.
Gas molecules in a closed container sink to
the bottom.
Properties of dissected copper wire are not
same with the normal copper wire.
Macroscopic properties of matters are also
valid for sub-microscopic entities.
Number of particle decreases when phase
Demircioğlu, Vural and Demircioğlu (2013), Gökulu (2013),
change occurs.
Ormancı and Balım (2014), Özmen (2011a), Özmen (2011b),
When naphthalene melts, its molecules’
Sarıkaya and Ergün (2014)
shape change.
Same amount of a subject or object in
different phases have different number of
particles.
When a matter is heated, the number of
particles changes.
The numbers of particles decrease when
the balloon is cooled.
The particles get smaller when they are
cooled and the particles combine with each
other and their numbers decrease.
Inner structures of matters do not change
Çayan ve Karslı (2015), Demircioğlu, Demircioğlu, Ayas
through chemical change process.
and Kongur (2012), Kıngır and Geban (2014)
Sublimation of naphthalene is a chemical
event.
Becoming overcast of silver spoons’ is a
physical change.
Burning of a candle is a physical change
since after melting of a candle; it is possible
to change back into a candle.
Shapes of a mercury atom in solid form
Ergün and Sarıkaya (2014), Kaya and Ergun (2012),
and in liquid phase are different from each
Sarıkaya and Ergün (2014)
other.
Shapes of objects are formed with respect
to combination of different shaped atoms
or molecules.
Atoms’ shapes change with respect to the
object’s physical appearance.
Na ions compound bonding just with Cl
Doğan and Demirci (2011)
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Hasan Özgür Kapici, Hakan Akcay PARTICULATE NATURE OF MATTER MISCONCEPTIONS HELD BY
MIDDLE AND HIGH SCHOOL STUDENTS IN TURKEY
ions.
Na ions compound bonding just with one
electron because there is just one electron
in its electron shell.
Cl ions compound bonding just with one
electron because there is just one electron
in its electron shell.
The number of molecules in reactants is
Aslan (2014)
equal to the number of molecules in
products.
More than half of participants believe
Karagöz and Sağlam Arslan (2012)
Thomson or Rutherford atom theory.
Table 3 shows that middle and high school students have misconceptions about PNM
and other related topics such as chemical bonding and reactions, phases changes and
physical and chemical changes. Detailed data can be reached via Appendix 1.
Discussion and Conclusion
The study reveals types of instruments used in studies that investigate to diagnose
misconceptions about PNM, grade levels of participants and misconceptions. In Turkey,
students start to learn about PNM and related topics from third grade (age 9) to the
almost end of high school (age 16). Although they face with topic for a long time, they
still have misconceptions about the subject.
In related literature, researchers offer some possible sources as reasons for these
misconceptions. For example, Balım and Ormancı (2012) claim that primary and middle
school students are at concrete operational stage but PNM involves many concepts that
are intangible. That’s why, middle school students may have difficulties to deal with
this topic. Similarly, Özmen and Kenan (2007) advocate that because of including too
many abstract concepts in PNM, students may have trouble while learning the topic. In
another study, Adadan, Irving and Trundle (2009) state that student usually have
difficulty to handle with inner structure of subjects or concepts due to its ‘unseen’
construction. Furthermore students usually believe that physical properties of an object
are same for its particles (or atoms) (Özalp and Kahveci, 2011). In addition, textbooks
are one the main sources in classrooms (Sanchez and Valcarcel, 1999) and some
researchers (e.g. Cheng and Gilbert, 2014) say that inappropriate usage of
representations in textbooks may be another source for misconceptions about PNM.
Lastly, students have confusion when they have to translate among representation
levels such as from macroscopic level to sub-microscopic level or symbolic level or vice
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versa (Margel, Eylon & Scherz, 2008; Nyachwaya et al., 2011; Valanides, 2000; Vermaat,
Terlouw & Dijkstra, 2003).
It is also reached that open ended questionnaire or interview forms are most
frequently used in the studies which aim to diagnose misconceptions about PNM.
These instruments enable researcher to understand participant’s deep thoughts about
process or subject. Researcher can get more detailed data why and how participant can
think like that. It is also appropriate to be used for both middle and high school
students. This can be another reason about using much more these instruments than
others. Secondly, achievement and conceptual understanding tests are used in such
kind of studies. These instruments are usually two-tiered. In the first step, participants
choose from their choice from multiple choices or give their answers; in the second step,
they explain their reason(s) why they choose that choice. This type of instruments also
provides meaningful data for researchers about participant’s views. Drawing tests are
another instrument type used in these studies. Drawing tools just used in studies in
which participants are from middle school. Drawing can be another easy way to reveal
young participants’ thoughts and beliefs. In addition, due to the fact that children have
usually much more powerful creativity than adolescents, drawing is mainly used with
children. Lastly, it is obvious that researchers usually try to gather data through open
ended questionnaire or interview, even they use another instrument as a main tool,
because these instruments provide data how participants think or why they believe like
that, which is crucial data for researcher.
It is also reached that studies about diagnosing PNM misconceptions have done
with middle school students much more than high school students. PNM is taught with
specific units in middle school curriculum. This can be one of the reasons why these
studies usually done with middle school students. Furthermore diagnosing
misconceptions early as much as possible is important since students may develop
wrong conceptual understanding on their misconceptions.
This study suggests that curriculum developers should emphasize possible
misconceptions about PNM and should offer how to deal with such kind of
misunderstandings. Teachers should be aware of these misconceptions and should be
careful while teaching the topic in their classrooms. Researchers may design new
studies to find new ways in order to handle with misconceptions.
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