References

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What happens to the weight of an ice cube when it melts?

[stextbox id = “info”] Aydeniz, M., & Kotowski, E. L. (2012). What do middle and high school students know about the particulate nature of matter after instruction? Implications for practice. School Science and Mathematics, 112(2), 59–65.

Beerenwinkel, A., Parchmann, I., & Gräsel, C. (2011). Conceptual change texts in chemistry teaching: a study on the particle model of matter. International Journal of Science and Mathematics Education, 9(5), 1235–1259.

Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587–597.

Durmuş, J., & Bayraktar, Ş. (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.

Herrmann-Abell, C. F., & DeBoer, G. E. (2011). Using distractor-driven standards-based multiple-choice assessments and Rasch modeling to investigate hierarchies of chemistry misconceptions and detect structural problems with individual items. Chemistry Education Research and Practice, 12(2), 184–192.

Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249–270.

Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805.

Novick, S., & Nussbaum, J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education, 62(3), 273–281.

Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter:://doi.org/10.1002/sce.3730650209

Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825–838.

Özmen, H. (2011). Effect of animation enhanced conceptual change texts on 6th grade students’ understanding of the particulate nature of matter and transformation during phase changes. Computers & Education, 57(1), 1114–1126.

Özmen, H., & Kenan, O. (2007). Determination of the Turkish primary students’ views about the particulate nature of matter. In Asia-Pacific Forum on Science Learning and Teaching (Vol. 8, pp. 1–15). Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Retrieved from http://www.ied.edu.hk/apfslt/download/v8_issue1_files/ozmen.pdf

Renström, L., Andersson, B., & Marton, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82(3), 555–569.

Russell, T., Harlen, W., & Watt, D. (1989). Children’s ideas about evaporation. International Journal of Science Education, 11(5), 566–576.

Séré, M. (1986). Children’s conceptions of the gaseous state, prior to teaching. European Journal of Science Education, 8(4), 413–425.

Stavy, R. (1990a). Children’s conception of changes in the state of matter: From liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247–266.

Stavy, R. (1990b). Pupils’ problems in understanding conservation of matter. International Journal of Science Education, 12(5), 501–512.

Tsai, C.-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A study of an analogy activity. Journal of Science Education and Technology, 8(1), 83–91.

Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Education, 22(5), 447–467.
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What happens to the water in a puddle?

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Aydeniz, M., & Kotowski, E. L. (2012). What do middle and high school students know about the particulate nature of matter after instruction? Implications for practice. School Science and Mathematics, 112(2), 59–65.

Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587–597.

Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391.

Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805.

Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825–838.

Prain, V., Tytler, R., & Peterson, S. (2009). Multiple representation in learning about evaporation. International Journal of Science Education, 31(6), 787–808.

Renström, L., Andersson, B., & Marton, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82(3), 555–569.

Russell, T., Harlen, W., & Watt, D. (1989). Children’s ideas about evaporation. International Journal of Science Education, 11(5), 566–576.

Séré, M. (1986). Children’s conceptions of the gaseous state, prior to teaching. European Journal of Science Education, 8(4), 413–425.

Tytler, D. R., & Peterson, S. (2000). Deconstructing learning in science—Young children’s responses to a classroom sequence on evaporation. Research in Science Education, 30(4), 339–355.

Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313–331.

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What happens when you mix water and alcohol?

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Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587–597.

Khourey-Bowers, C. (2009). Big Ideas at a Very Small Scale. Science Scope, 33(4), 26.

Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805.

Nakhleh, M. B., Samarapungavan, A., & Saglam, Y. (2005). Middle school students’ beliefs about matter. Journal of Research in Science Teaching, 42(5), 581–612.

Novick, S., & Nussbaum, J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education, 62(3), 273–281.

Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: A cross-age study. Science Education, 65(2), 187–196.

Peters, E. (2006). Building student mental constructs of particle theory. Science Scope, 30(2), 53.

Renström, L., Anderson, B., & Maron, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82(3), 555-569.

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What happens when you stir salt into a glass of water?

[stextbox id = “info”] Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105–120.

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Çalik, M., & Ayas, A. (2005). A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638–667.

Johnson, P. (1998). Progression in children’s understanding of a “basic” particle theory: a longitudinal study. International Journal of Science Education, 20(4), 393–412.

Liu, X., & Lesniak, K. (2006). Progression in children’s understanding of the matter concept from elementary to high school. Journal of Research in Science Teaching, 43(3), 320–347. https://doi.org/10.1002/tea.20114

Longden, K., Black, P., & Solomon, J. (1991). Children’s interpretation of dissolving. International Journal of Science Education, 13(1), 59–68.

Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805.

Nakhleh, M. B., Samarapungavan, A., & Saglam, Y. (2005). Middle school students’ beliefs about matter. Journal of Research in Science Teaching, 42(5), 581–612.

Papageorgiou, G., & Johnson, P. (2005). Do particle ideas help or hinder pupils’ understanding of phenomena? International Journal of Science Education, 27(11), 1299–1317.

Renström, L., Anderson, B., & Maron, F. (1990). Students’ conceptions of matter. Journal of Educational, 82(3), 555.

Stavy, R. (1990). Children’s conception of changes in the state of matter: From liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247–266.
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Why is there liquid on the outside of my cold drink glass?

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Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587–597.

Hokayem, H., & Schwarz, C. (2013). Engaging 5th graders in scientific modeling to learn about evaporation and condensation. International Journal of Science and Mathematics Education, (1) 1-24.

Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805.

Nakhleh, M. B., Samarapungavan, A., & Saglam, Y. (2005). Middle school students’ beliefs about matter. Journal of Research in Science Teaching, 42(5), 581–612.

Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825–838.

Paik, S.-H., Kim, H.-N., Cho, B.-K., & Park, J.-W. (2004). K-8th grade Korean students’ conceptions of “changes of state”and “conditions for changes of state.” International Journal of Science Education, 26(2), 207–224.

Papageorgiou, G., & Johnson, P. (2005). Do particle ideas help or hinder pupils’ understanding of phenomena? International Journal of Science Education, 27(11), 1299–1317.

Prain, V., Tytler, R., & Peterson, S. (2009). Multiple representation in learning about evaporation. International Journal of Science Education, 31(6), 787–808.

Renström, L., Andersson, B., & Marton, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82(3), 555–569.

Russell, T., Harlen, W., & Watt, D. (1989). Children’s ideas about evaporation. International Journal of Science Education, 11(5), 566–576.

Séré, M. (1986). Children’s conceptions of the gaseous state, prior to teaching. European Journal of Science Education, 8(4), 413–425.

Tsai, C.-C. (1999). Overcoming Junior High School Students’ Misconceptions about Microscopic Views of Phase Change: A Study of an Analogy Activity. Journal of Science Education and Technology, 8(1), 83–91.

Tytler, D. R., & Peterson, S. (2000). Deconstructing learning in science—Young children’s responses to a classroom sequence on evaporation. Research in Science Education, 30(4), 339–355.

Tytler, R. (2000). A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Education, 22(5), 447–467.

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How can I smell something from across the room?

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Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587–597.

Durmuş, J., & Bayraktar, Ş. (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.

Gómez, Benarroch, A., & Marín, N. (2006). Evaluation of the degree of coherence found in students’ conceptions concerning the particulate nature of matter. Journal of Research in Science Teaching, 43(6), 577–598.

Loughran, J., Mulhall, P., & Berry, A. (2004). In Search of Pedagogical Content Knowledge in Science: Developing Ways of Articulating and Documenting Professional Practice. Journal of Research in Science Teaching, 41(4), 370–391.

Merritt, J. D., Krajcik, J., & Shwartz, Y. (2008). Development of a learning progression for the particle model of matter. In Proceedings of the 8th international conference on International conference for the learning sciences-Volume 2 (pp. 75–81). International Society of the Learning Sciences. Retrieved from http://dl.acm.org/citation.cfm?id=1599881

Merritt, J., & Krajcik, J. (2013). Learning progression developed to support students in building a particle model of matter. In G. Tsaparlis & H. Sevian (Eds.), Concepts of matter in science education (pp. 11–45). Dordrecht: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-94-007-5914-5_2

Séré, M. (1986). Children’s conceptions of the gaseous state, prior to teaching. European Journal of Science Education, 8(4), 413–425.

Stavy, R. (1988). Children’s conception of gas. International Journal of Science Education, 10(5), 553–560.

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