warning: Creating default object from empty value in /home2/curricu2/public_html/modules/taxonomy/taxonomy.pages.inc on line 34.

Particulate Nature of Matter (Atoms and Molecules)

What Is in the Bubbles?

This assessment probe can be used with CTS Section IV.The probe targets student ideas related to particles in the context of a change in state. The probe can be used to examine student work related to the topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.

Bibliographic Citation: 
Keeley, P., Eberle, F., and Tugel, J. (2007). Uncovering student ideas in science-25 more formative assessment probes. Arlington, VA: NSTA Press (available at nsta.org; also available through amazon.com).

K-8 Learning Progression for Matter and the Atomic-Molecular Theory

This supplement provides a research-based learning progression that describes a coherent sequence of core ideas about matter, including particulate matter. It can be used with CTS Sections II, III, IV, and V to explore how empirically-tested concepts/ideas that lead to an understanding of Atomic-Molecular Theory build over a K-8 sequence. In addition, the publication (which can be read on line) describes this particular learning progression, the core tenets of atomic molecular theory, and implications for classroom instruction on pages 226-249.

Bibliographic Citation: 
Appendix A: http://books.nap.edu/openbook.php?record_id=11625&page=360 In Duschl, R., Schweingruber, H., and Shouse, A., Eds. (2007). Taking Science to School. Washington DC. National Academy Press.

Images of Atoms

This online article can be used with Section II and IV to examine the difficulties and misconceptions students have picturing atoms and molecules. The article discusses use of a "fuzzy ball" representation at the middle and high school level to help students develop more accurate conceptions of the structure of atoms and molecules. Alternative representations are reviewed and discussed for their potential to lead to misconceptions about atoms.

Bibliographic Citation: 
Wright, T. (2005) Images of Atoms Submitted to School Science Lessons, Queensland, Australia. To access complete article <http://www.uq.edu.au/_School_Science_Lessons/TWImagesatoms.html>

Elementary School Children's Beliefs About Matter

This paper can be used with CTS section IV to learn more about young children's (ages 7-10) conceptions of matter, both micro and macroscopic.

Bibliographic Citation: 
This paper can be used with CTS section IV to learn more about young children's (ages 7-10) conceptions of matter, both micro and macroscopic.

Children's Ideas in Science

The chapters in this book can be used as supplements for Sections II and IV, providing a more detailed description of many of the same research studies summarized in Making Sense of Secondary Science, one of the collective resources used in CTS. Each chapter explores ideas of students aged 10-16 about natural phenomena and examines how students' conceptions change and develop with teaching.

Bibliographic Citation: 
Driver, R., Guesne, E. and Tiberghien, A. (1985). Children's Ideas in Science Philadelphia, PA: Open University Press.

Chemistry Basics- Stop Faking It! Finally Understanding Science so You Can Teach It

This resource can be used to supplement CTS Section I- Adult Content Knowledge. It describes several chemistry fundamentals to adults who are seeking to improve their content knowledge of matter-related topics.

Bibliographic Citation: 
Robertson, W. (2007). Chemistry Basics- Stop Faking iI! Finally Understanding Science so You Can Teach It. Arlington, VA: NSTA Press. Available through the NSTA Bookstore at nsta.org.

Beyond Appearances- Students' Misconceptions about Basic Chemical Ideas

This report can be used to supplement the misconception research in CTS Section IV and address instructional implications in Section II. The report is a comprehensive summary of 11 conceptual areas of chemistry and examines the misconceptions students age 11-18 are likely to have, their possible origins, and implications for elementary, middle, and high school instruction.

Bibliographic Citation: 
A Report Prepared for the Royal Society of Chemistry, by Vanessa Barker (exact citation unknown). You can access the pdf version of the report at: http://www.rsc.org/education/teachers/learnnet/miscon.htm
Syndicate content