Showing papers in "School Science and Mathematics in 2012"

What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships

Abstract: Educational reformation has proceeded slowly despite the many calls to improve science and mathematics for our students. The acronym STEM (science, technology, engineering, and mathematics) has been adopted by numerous programs as an important focus for renewed global competitiveness for the United States, but conceptions of what STEM entails often vary among stakeholders. This paper examines the conceptions of STEM held by faculty members from a public Research I institution in the middle of a regional “STEM movement.” Faculty members responded to two open-ended questions: (1) What is STEM? and (2) How does STEM influence and/or impact your life? Although 72% of these faculty members possessed a relevant conception of STEM, the results suggest that they do not share a common conceptualization of STEM. Their conception is most likely based on their academic discipline or how STEM impacts their daily lives. STEM faculty members were likely to have a neutral or positive conception where non-STEM faculty members often had negative feelings about STEM.

Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

Abstract: The problems that we face in our ever-changing, increasingly global society are multidisciplinary, and many require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts to solve them. National calls for improvement of STEM education in the United States are driving changes in policy, particularly in academic standards. Research on STEM integration in K-12 classrooms has not kept pace with the sweeping policy changes in STEM education. This study addresses the need for research to explore the translation of broad, national-level policy statements regarding STEM education and integration to state-level policies and implementation in K-12 classrooms. An interpretive multicase study design was employed to conduct an in-depth investigation of secondary STEM teachers' implementation of STEM integration in their classrooms during a yearlong professional development program. The interpretive approach was used because it provides holistic descriptions and explanations for the particular phenomenon, in this case STEM integration. The results of this study demonstrate the possibilities of policies that use state standards documents as a mechanism to integrate engineering into science standards. Our cases suggest that STEM integration can be implemented most successfully when mathematics and science teachers work together both in a single classroom (co-teaching) and in multiple classrooms (content teaching—common theme).

Learning for STEM Literacy: STEM Literacy for Learning

Abstract: We are in the STEM generation whose comprehensive purpose is to resolve (1) societal needs for new technological and scientific advances; (2) economic needs for national security; and (3) personal needs to become a fulfilled, productive, knowledgeable citizen. STEM specifically refers to science, technology, engineering, and mathematics, but now has a broader meaning to include environment, economics, and medicine. Currently, there is not an agreement of the particulars in education, or in standards, by professional organizations that define STEM literacy. Most definitions do cover societal and economic needs but overlook personal needs. There is a general consensus that everyone needs to be STEM literate. But there is a difference between literacy and being literate. STEM literacy should not be viewed as a content area but as a deictic means (composed of skills, abilities, factual knowledge, procedures, concepts, and metacognitive capacities) to gain further learning. This paper gives a brief background of literacy definitions in STEM and presents a description of STEM literacy based upon (1) cognitive, (2) affective, and (3) psychomotor learning theory domains. The paper stresses the need to evolve from learning for STEM literacy to using STEM literacy for learning to satisfy our societal, economic, and personal needs.

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching.

Abstract: Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry-based science course positively influenced their self-efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching.

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

Abstract: The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found between content knowledge and outcome expectancy. Written artifacts were used to understand and elaborate on these findings. Those data suggest that prior learning experiences may help explain this relationship. Additionally, they suggest that preservice teachers with different levels of content knowledge may attend to different sources of information when making efficacy judgments about teaching.

A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education.

Abstract: The purpose of this study is to provide an in-depth analysis of attitudes and perceptions related to the integration of mathematics, science, and technology education of preservice teachers preparing to teach STEM disciplines. Longitudinal data by individual cohort and across 7 years of the Integrated Mathematics, Science, and Technology (MSAT) Program are reported, analyzed, and interpreted to help design and improve preservice teacher education programs and improve teaching and learning in STEM classrooms. Results of quantitative analyses indicate that there was generally no change in preservice teacher attitudes and perceptions related to the value of the integration of mathematics, science, and technology education—they clearly valued integration at the onset and at the completion of the program. However, there was a significant change in preservice teacher attitudes and perceptions related to integration feasibility in terms of inefficiency and difficulty. Implications for teacher education programs include: (a) more exposure to concepts, processes, and skills in STEM that are similar, analogous, complementary, or synergistic; (b) familiarity with instructional strategies and access to resources; (c) deeper understanding of content across STEM; and (d) strategies for collaboration and team work to make integrated instruction time more efficient and less difficult to manage.

Implementation of STEM Education Policy: Challenges, Progress, and Lessons Learned.

Abstract: This is a case study of the implementation of state STEM (science, technology, engineering, and mathematics) policy over the period of the first 18 months of building a regional STEM partnership. Fullan's change theory is the framework used to determine progress and associated challenges with building a regional STEM educational partnership and establishment of STEM schools through a sustained education reform effort. Key stakeholders who were involved in leading this effort participated in focus groups, as well as individual interviews. Archival documentation was also used. Findings indicate implementation of STEM policy in this state experienced some barriers because of the nature of funding and timeline, as well as the competing agendas and interests of partners who did not have the opportunity to develop common vision and strategic plans prior to implementation. Implications for STEM policy decisions and implementation of other efforts through Race to the Top and other federal funding sources are discussed.

Development and Field Test of the Modified Draw-a-Scientist Test and the Draw-a-Scientist Rubric

Abstract: Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to draw a scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later, these representations may translate into students' career choices. Since 1995, children's illustrations of scientists have been assessed by the Draw-a-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this article is to describe the development, field test, and reliability of the modified DAST Test and the DAST Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students' drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists.

What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events

Abstract: In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China, highly attended to developing students' mathematics knowledge coherently and developing students' mathematical thinking and ability; they also paid attention to students' self-exploratory learning, students' participation, and teachers' instructional skills. Furthermore, compared with novice teachers, expert teachers paid greater attention to developing mathematical and high-order thinking, and developing mathematics knowledge coherently, but paid less attention to teachers' guidance. Moreover, we further illustrated the qualitative differences and similarities in their noticing of classroom events. Finally, we discussed the findings and relevant implications.

The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief-Achievement Relationships.

Abstract: Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is equivocal: there are studies indicating that the male over female advantage in self-efficacy and beliefs about math learning is as strong as ever and there are studies reporting an absence of gender differences in belief. Using data from 996 grades 7–10 Canadian students, we found that gender differences in beliefs continued, even though gender differences in achievement were near zero. Gender differences, favoring males, were larger for self-beliefs (math self-efficacy and fear of failure) and weaker for functional and dysfunctional beliefs about math learning. There were also gender differences in the structure of a model linking beliefs about math, beliefs about self and achievement.

Lost in Translation: Examining Translation Errors Associated With Mathematical Representations

Abstract: Translation errors and conceptual misunderstandings made by students translating among graphical, tabular, and symbolic representations of linear functions were examined The study situated student errors in the context of the “Translation-Verification Model” developed specifically for the purpose of explaining student behavior during the process of translating relationships from one mathematical representation to another Three distinct error types were identified to explain student performance An examination of the error types revealed that specific translation errors tend to occur at different stages of the translation process Translation errors are also related to “attribute density,” the amount of information inherently encoded in a given representation The findings of the study have implications for teaching linear relationships—student weaknesses and strengths are identified

Factors Influencing Elementary Teachers' Positioning of African American Girls as Science and Mathematics Learners.

Abstract: Despite recent progress toward gender equity in science and mathematics education, the underachievement of low-income African American girls remains a challenge when compared with their white counterparts. Furthermore, the causes of this persistent underachievement have not been explored thoroughly. We have initiated a three-year longitudinal study of how African American girls position themselves in relation to science and mathematics learning from fifth to seventh grade, including the impact, if any, of the positioning of teachers, counselors, and parents on this process. In this article, we share findings examining science and mathematics teachers' actions and perceptions and their positioning of African American girls. This qualitative study used an interpretive design with multiple data sources including classroom observations, interviews, and field notes. Findings reveal that school-wide policies and teachers' autonomous decisions impact the regularity of science and mathematics instruction, and that teachers do not always conceptualize the girls as science and mathematics achievers, positioning them in negative ways.

Non-Traditional Preservice Teachers and Their Mathematics Efficacy Beliefs

Abstract: In Florida, recent legislative changes have granted community colleges the ability to offer baccalaureate degrees in education, frequently to non-traditional students. Based on information obtained from the literature covering preservice teachers' math knowledge, teachers' efficacy beliefs about math, and high-stakes mathematics testing, a study examined a population of preservice teachers in a new Florida teacher preparation program. The research investigated relationships surrounding non-traditional preservice teachers' characteristics such as: ages, high-stakes math failures, lower division mathematics history, and math methods course performance, in relation to their efficacy beliefs about mathematics. Results revealed that preservice teachers' ages, lower division mathematics history, and math methods course performance, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI); the variable of high-stakes math failures did not. Additionally, a multiple regression model including the aforementioned variables did predict preservice teachers' MTEBI scores, but did not generalize to the greater population. The findings from this study can assist new teacher preparation programs in isolating variables that identify preservice teachers who are at risk for poor mathematical attitudes; can posit avenues for fostering positive math beliefs in preservice teachers; and can recommend further research in this area.

Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge About Slope and Y-intercept

Abstract: Middle-school students are expected to understand key components of graphs, such as slope and y-intercept. However, constructing graphs is a skill that has received relatively little research attention. This study examined students' construction of graphs of linear functions, focusing specifically on the relative difficulties of graphing slope and y-intercept. Sixth-graders' responses prior to formal instruction in graphing reveal their intuitions about slope and y-intercept, and seventh- and eighth-graders' performance indicates how instruction shapes understanding. Students' performance in graphing slope and y-intercept from verbally presented linear functions was assessed both for graphs with quantitative features and graphs with qualitative features. Students had more difficulty graphing y-intercept than slope, particularly in graphs with qualitative features. Errors also differed between contexts. The findings suggest that it would be valuable for additional instructional time to be devoted to y-intercept and to qualitative contexts.

Conceptualizations of Slope: A Review of State Standards

Abstract: Since slope is a fundamental topic that is embedded throughout the U.S. secondary school curriculum, this study examined standards documents for all 50 states to determine how they address the concept of slope. The study used eleven conceptualizations of slope as categories to classify the material in the documents. The findings indicate that all of the slope conceptualization categories were evidenced in the standards documents with the vast majority of state documents addressing five or more of the eleven conceptualizations. Results are reported on the most and least commonly documented conceptualizations of slope. The findings provide evidence that there tends to be consensus among the states as to the conceptualizations of slope that should be addressed. Suggestions are made for future work both to consider the initial conceptualizations of slope that students hold or most readily form when introduced to the concept as well as to consider if (or how) slope instruction takes into account students' initial conceptualizations of slope.

Improving Algebra Preparation: Implications from Research on Student Misconceptions and Difficulties.

Abstract: Through historical and contemporary research, educators have identified widespread misconceptions and difficulties faced by students in learning algebra. Many of these universal issues stem from content addressed long before students take their first algebra course. Yet elementary and middle school teachers may not understand how the subtleties of the arithmetic content they teach can dramatically, and sometimes negatively, impact their students' ability to transition to algebra. The purpose of this article is to bring awareness of some common algebra misconceptions, and suggestions on how they can be averted, to those who are teaching students the early mathematical concepts they will build upon when learning formal algebra. Published literature discussing misconceptions will be presented for four prerequisite concepts, related to symbolic representation: bracket usage, equality, operational symbols, and letter usage. Each section will conclude with research-based practical applications and suggestions for preventing such misconceptions. The literature discussed in this article makes a case for elementary and middle school teachers to have a deeper and more flexible understanding of the mathematics they teach, so they can recognize how the structure of algebra can and should be exposed while teaching arithmetic.

The Effects of Representations, Constructivist Approaches, and Engagement on Middle School Students' Algebraic Procedure and Conceptual Understanding

Abstract: This study examined the effects of types of representations, constructivist teaching approaches, and student engagement on middle school algebra students' procedural knowledge and conceptual understanding. Data gathered from 16 video lessons and algebra pretest/posttests were used to run three multilevel structural equation models. Symbolic representations (p < .02), shared meanings (p < .05), and meaningful feedback (p < .10) significantly increased procedural and conceptual understanding. Enactive representations significantly increased procedural knowledge (p < .05). There was also a significant relationship between the two types of learning at the within level (p < .01) and between level (p < .05).

Identification of Error Types in Preservice Teachers' Attempts to Create Fraction Story Problems for Specified Operations

Abstract: The purpose of this research was to determine if recognizable error types exist in the work of preservice teachers required to create story problems for specific fraction operations. Students were given a particular single-operation fraction expression and asked to do the calculation and then create a story problem that would require the use of both the expression and calculation to answer the story problem. Distinct error types, determined by mathematical and grammatical characteristics, were identified by the researchers. These error types were then used to analyze an additional set of work samples to determine frequency rates of error types. Future research will involve evaluating the efficacy of specific instructional methods with the goal of reducing the frequency of certain error types.

Level of Inquiry as Motivator in an Inquiry Methods Course for Preservice Elementary Teachers.

Abstract: Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for interest, fun, and learning value) of different levels of inquiry of hands-on class activities. The participants, 53 preservice teachers in two sections of a science methods course, rated the activities at the end of each class. At the end of the course, these activities were categorized by level of inquiry (levels 0–3), with 30% rated as level 0 (no inquiry), 40% as level 1, 22% as level 2, and 8% as level 3, according to how much choice was given for posing questions and designing investigations. Ratings of each hands-on activity indicated that participants perceived activities of higher levels of inquiry to be more fun and more interesting. They also perceived that they had learned more. These findings suggest that course instructors should determine level of inquiry when planning course activities, and degree of participant input into course activities may be important in the development of interest in science. A focus on hands-on learning especially at higher levels of inquiry may serve both to capture the interest of teachers and to model how they can make science more authentic and engaging for children.

Expanding the Role of K‐5 Science Instruction in Educational Reform: Implications of an Interdisciplinary Model for Integrating Science and Reading

Abstract: Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus interdisciplinary research and complementary multi-year findings of the Science IDEAS model demonstrating the effectiveness of integrating conceptually-relevant reading within science instruction in improving student achievement in both science and reading comprehension. Based on research summarized, increasing time for integrated K-5 science is advocated as a meaningful reform-based approach to science learning and reading comprehension proficiency that, in turn, better prepares students for subsequent success in science and content-area reading comprehension across upper elementary and middle school grades (3–8).

Students' Accuracy of Measurement Estimation: Context, Units, and Logical Thinking

Abstract: This study examined students' accuracy of measurement estimation for linear distances, different units of measure, task context, and the relationship between accuracy estimation and logical thinking. Middle school students completed a series of tasks that included estimating the length of various objects in different contexts and completed a test of logical thinking ability. Results found that the students were not able to give accurate estimations for the lengths of familiar objects. Students were also less accurate in estimating in metric units as compared to English or novel units. Estimation accuracy was dependent on the task context. There were significant differences in estimation accuracy for two- versus three-dimensional estimation tasks. There were no significant differences for estimating objects with different orientations or embedded objects. For the tasks requiring the students to estimate in English units, the embedded task and the three-dimensional tasks were correlated with logical thinking. For estimation tasks with novel units, three-dimensional and two-dimensional estimation tasks were significantly correlated with the logical thinking. In order to interact effectively with our environment it is essential to possess an intuitive grasp of both dimension and scale and to be able to manipulate such information. Estimation, approximating and measuring are all components of such intuition (Forrester, Latham, & Shire, 1990, p. 283).

Measuring One Aspect of Teachers’ Affective States: Development of the Science Teachers' Pedagogical Discontentment Scale

Abstract: The aim of this research is to describe the development of the Science Teachers’ Pedagogical Discontentment Scale, an instrument that measures the discontentment that arises in teachers as they recognize a mismatch between their own pedagogical beliefs and goals and their actual classroom practices. From a conceptual change perspective, we explore the meaning of pedagogical discontentment and discuss its role in shaping teachers’ receptivity to messages of reform. We present an instrument that can be used to measure teachers’ pedagogical discontentment, an instrument that will allow science educators to better describe the affective states of teachers as they enter professional development experiences. The items for the initial instrument were derived from a series of interviews with practicing teachers; from these interviews, a group of 42 items were designed around a group of five subscales. The final instrument, revised after two rounds of field testing, includes 21 multiple-choice items clustered around six subscales (subscales derived from interviews with science teachers). The processes used to develop the items and to refine instrument are discussed. Uses for this instrument to inform professional development experiences are explored as well as implications.

Cultivating Culture: Preparing Future Teachers for Diversity Through Family Science Learning Events

Abstract: Preservice teachers (PSTs) participated in Family Science Learning Events (FSLEs) at a university designated as a Hispanic Serving Institution. PSTs were required by the instructor to conceive and design culturally relevant science activities as well as implement these activities with K-8 students and their families during three separate FSLEs each semester. After school venues included elementary and middle schools located in ethnically diverse school districts. Data collected from these future teachers included qualitative PST reflections, lesson plans, project board/activity evaluation by peers, and a quantitative survey instrument (modified SEBEST) to assess PSTs perceptions of teaching diverse learners. Results suggest that using FSLEs as an integral component of teacher preparation can be a powerful facilitator of learning for all involved, increasing excitement for learning, confidence in using culturally relevant activities and valuable experience in working with family members, particularly Hispanics. In addition, using culturally relevant science activities deepened content knowledge and gave PSTs the opportunity to use culturally responsive activities with Hispanic students and their families, increasing feelings of self-efficacy in science teaching with diverse learners.

Voices from the Front Lines: Exemplary Science Teachers on Education Reform.

Abstract: The purpose of this study is to gain insight into the experiences that nationally award-winning, exemplary science teachers have had over their career and examine the alignment of their responses with calls for K-12 science education reform from a selection of prominent commissioned government reports since 1980. From an assessment of the alignment of exemplary teachers, calls for reform have had a limited effect and highlight the weakness of using national reports as a wide-scale, nationalized approach to science education reform. Findings are focused on seven different areas of teacher development: classroom issues, teaching scientific inquiry, use of technology, preservice experiences, professional development of in-service teachers, vertical articulation, and science education reform over time. Among other issues, the teachers indicated one of the biggest barriers to inquiry teaching is the pressure to conform to high-stakes testing and the lack of examples of inquiry teaching during teacher education experiences.

Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments.

Abstract: The purpose of this study was to assess the impact a community-based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an afterschool science program that provided them extended opportunities to practice their science teaching skills. Three preservice teachers were followed to examine and evaluate the transfer of this experience to their student teaching classroom. Investigation methods included field observations and semi-structured, individual interviews. Findings indicate that preservice teachers expanded their ideas of science inquiry instruction to include multiple modes of formative assessment, while also struggling with the desire to give students the correct answer. While the participants' experiences are few in number, the potential of afterschool teaching experience serving as an effective learning experience in preservice teacher preparation is significant. With the constraints of high-stakes testing, community-based service learning teaching opportunities for elementary and middle-school preservice teachers can support both the development and refinement of inquiry instruction skills.

Students' Perceptions of Single-Gender Science and Mathematics Classroom Experiences.

Abstract: While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n= 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns of Adaptive Learning scales. Five factors arose from each instrument: confidence/efficacy, utility, instruction, climate, and anxiety/performance avoidance. Comparative factor analysis of the science-modified Fennema-Sherman Scale showed similar constructs within the mathematics scale. Our findings are congruent with reports concerning single-gender classrooms that find few significant differences in students' attitudes toward science and mathematics, or classroom climate, with regard to single-gender classes. Lastly, our results supported three structural equation models for the hypothesized factors from each instrument.

Assessing Preservice Teachers' Beliefs about the Teaching and Learning of Mathematics and Science.

Abstract: With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in-service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10 six-item scales. Collectively, these scales measure teachers' self-confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards-based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects.

Rate of Change: AP Calculus Students' Understandings and Misconceptions After Completing Different Curricular Paths

Abstract: This study examined Advanced Placement Calculus students' mathematical understanding of rate of change, after studying four years of college preparatory (integrated or single-subject) mathematics. Students completed the Precalculus Concept Assessment (PCA) and two open-ended tasks with questions about rates of change. After adjusting for prior achievement with the Iowa Algebra Aptitude Test, students from these two paths performed comparably (F = 3.54, p = .063) on the PCA. Student errors on the three instruments revealed a lack of understanding of the interpretation or meaning of rate of change regardless of the curricular path. Students successfully calculated the rate of change of linear functions; however, when the function was not linear, students struggled to calculate it, model it on a graph, or interpret it in a real-world context.

What Do Middle and High School Students Know About the Particulate Nature of Matter After Instruction? Implications for Practice

Abstract: This study explores middle and high school students' understanding of the particulate nature of matter after they were taught the concept. A total of 87 students (41 high school and 46 middle school) participated in the study. Findings suggest that students held misconceptions about the law of conservation of matter, chemical composition of matter in different phases of matter, the process of condensation, and behaviors of molecules at a microscopic level. The discussion focuses on the implications of these findings for enhancing science teachers' pedagogical content knowledge.