States of matter and phase changes are important topics in the teaching and learning
of physical science. It is a common fact that learners find it difficult to understand the
states of matter and phase changes. One of the main reasons is that learners do not
abandon their own naive perceptions when the scientific concepts are taught. They do
not connect their experiences outside the laboratory / classroom with their experience
in science lessons. Learners consequently hold their own views even after instruction.
According to the constructivist view on teaching and learning educators need to take
learners' perceptions into account in the teaching of these topics.
The first aim with this study was to determine learners' alterative conceptions about
the states of matter and phase changes from a literature study. The second was to
determine by means of an empirical study the alterative conceptions Grade 11
learners still hold after instruction of the topics. The empirical survey was conducted
amongst a group of 110 Grade 11 learners studying physical science. A questionnaire
was used to obtain information on this group of learners' knowledge on the states of
matter and of phase changes after instruction of these topics. From the results of the
questionnaire alternative conceptions could be identified.
The results of the empirical study indicate that learners still have alternative
conceptions about the states of matter and phase changes after instruction.
Alternative conceptions were identified and recommendations on how to teach the
states of matter and phase changes more effectively were made. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/1083 |
| Date | January 2006 |
| Creators | Mabalane, Julia Mabel |
| Publisher | North-West University |
| Source Sets | North-West University |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0123 seconds