An overview of previous research on learning and teaching about mixtures and solutions
Keywords:
mixtures and solutions, concepts development, alternative ideas, teaching approaches, natural sciences
Abstract
Summary: The paper analyses previous research in learning and teaching educational content on mixtures and solutions with the goal of improving the teaching process itself and students’ motivation and achievements likewise. In particular, the paper analyses the development of concepts regarding mixtures and solutions, the effects of conceptual change following teaching interventions and the possibilities of initial teaching and learning the contents from the aspect of the particulate nature of matter. Numerous authors refer to the prevalence and rootedness of a number of alternative students’ ideas, but also to teaching strategies that would enable them to be substituted by scientific concepts. The other group of research includes those in which various approaches to teaching mixtures and solutions are analysed. Most findings are indicative of the significance in developing efficient strategies with the goal of improving not only students’ cognitive capabilities and different skills, but also their motivation and attitudes towards teaching science education.
Keywords: mixtures and solutions, concepts development, alternative ideas, teaching approaches, natural sciences
References
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Правилник о програму наставе и учења за други разред основног образовања и васпитања (2018), Службени гласник РС, Просветни гласник. Бр. 16.
Правилник о програму наставе и учења за трећи разред основног образовања и васпитања (2019), Службени гласник РС, Просветни гласник. Бр. 5.
Правилник о програму наставе и учења за четврти разред основног образовања и васпитања (2019), Службени гласник РС, Просветни гласник. Бр. 11.
Awan, A. S., Khan, T. M., Mohsin, M. N., & Doger, A. H. (2011). Students’ Misconceptions in learning basic concept ‘composition of matter’ in chemistry. International Journal of Applied Science and Technology, 1(4), 161-167.
Cahyanto, M.A.S., Ashadi, H. & Saputro, S. (2019). Analysis of students’ misconception based on the use of learning objectives in classification of materials and their properties. Journal of Physics Conference Series, 13(1), 1-6.
Çalık, M. & Ayas, A. (2005). A cross-age study on the understanding of chemical solutions and their components. International Education Journal, 6 (1), 30-41.
Cañada, F., Álvarez, R., Arévalo, M.J., Gil, M.V., Cubero, J. & Ortega, L. (2012). Previous ideas on pure substances and mixtures of primary education students. ICERI2012 Proceedings, pp. 4598-4602.
Cañada Cañada, F., González-Gómez, D., Airado-Rodríguez, D., Acedo, M. A. D., & Niño, L. V. M. (2017). Change in elementary school students’ misconceptions on material systems after a theoretical-practical instruction. International Electronic Journal of Elementary Education, 9(3), 499–510. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/173
Costu, B., Ünal, S., & Ayas, A. (2007). A hands-on activity to promote conceptual change
about mixtures and chemical compounds. Journal of Baltic Science Education, 6(1),
35-46.
Durmus, J., & Bayraktar, S. (2010). Effects of conceptual change texts and laboratory experiments on fourth grade students’ understanding of matter and change concepts. Journal of Science Education and Technology, 19(5), 498–504. https://doi.org/10.1007/s10956-010-9216-9
Gabel, D. (1999): Improving teaching and learning through chemistry education reasearch: a look to the future, Journal of Chemical Education, 76(4), 548–553. doi:10.1021/ED076P548
Haeusler, C., & Donovan, J. (2020). Challenging the science curriculum paradigm:
Teaching primary children atomic-molecular theory. Res. Sci. Educ. 50, 23–52. doi:10.
1007/s11165-017-9679-2
Harlen, W. (2010). Principi i velike ideje naučnog obrazovanja. Beograd: Prosvetni pregled.
Iyamuremye, A., Nsabayezu, E., Ngendabanga, C., & Hagenimana, F. (2023). Effectiveness of
hands-on practical activities in teaching and learning chemistry: An exploration of
students’ engagement, experience, and academic performance. African Journal of
Educational Studies in Mathematics and Sciences, 19(1), 97–107. doi: 10.4314/ajesms.v19i1.7
Johnstone, A. H. (2000). Teaching Of Chemistry - Logical or Psychological? Chemistry Education Research and Practice, 1(1), 9-15.
Kingir, S., Geban, O., & Gunel, M. (2013). Using the science writing heuristic approach to enhance
student understanding in chemical change and mixture. Research in Science Education, 43(4),
1645-1663. http://dx.doi.org/10.1007/s11165-012-9326-x
Martínez Losada, C., García Barros, S. y Rivadulla López, J.L. (2009). Qué
saben los/as alumnos/ as de Primaria y Secundaria sobre los sistemas
materiales. Cómo lo tratan los textos escolares. Revista Electrónica de
Enseñanza de las Ciencias, 8(1), 137-155.
Milanović Nahod, S., Šaranović Božanović, N., i Šišović, D. (2003): Uloga pojmova u nastavi prirodnih nauka. Zbornik Instituta za pedagoška istraživanja, God. 35, 111 - 130.
Nakhleh, B. M. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3).
Øyehaug, A., & Holt, A. (2013). Students’ understanding of the nature of matter and chemical reactions: A longitudinal study of conceptual restructuring. Chemistry Education Research and Practice, 14, 450–467.
Prieto, T., Blanco, A., & Rodriguez, A. (1989). The ideas of 11 to 14 year-old students about the nature of solutions. International Journal of Science education, 11(4), 451–463. https://doi.org/10.1080/0950069890110409
Riaz, M. (2004). Helping children to understand particulate nature of matter. Alberta Science Education Journal, 36(2), 56-59.
Sshana, Z.J., & Abulibdeh, E.S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199-215. https://doi.org/10.3926/jotse.888
Šišović, D., & S. Bojović (2000). On the use of cocept maps at different stages of chemistry teaching, Cerapie-Chemistry Education: Research and Practice in Europe, 1(1), 135–144. doi: 10.1039/A9RP90014D
Taber, K. S. (2017). Teaching and learning chemistry. In K. S. Taber & B. Akpan (Eds.),
Science Education: An International Course Companion (pp. 325-341). Rotterdam: Sense
Publishers.
Vikström, A., Billström, A., Fazeli, P., Holm, M., Jonsson, K., Karlsson, G., & Rydstrom, P. (2013). Teachers’ solutions: a learning study about solution chemistry in grade 8. International
Journal for Lesson and Learning Studies 2(1), 26-40. doi: 10.1108/20468251311290114
Zahra, P. R., & Nandiyanto, A. B. D. (2023). Learning of Objects, Elements, Compounds, and Mixtures in Daily Life’s Elementary School Students. ASEAN Journal for Science Education 2(1), 17-22.
Published
2025/04/02
Section
Review article
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