Some students think that particles possess the same properties as the materials they compose
Misconception
For example, atoms of copper are "orange and shiny," gas molecules are "transparent," and solid molecules are "hard". In addition, a lot of young students attribute colour to the atom and this may extend to taste and smell.
Diagnostic Resources
The following worksheets may help to identify whether students hold this particular misconception.
For more information, see the University of York BEST website.
References
- Othman, J., Treagust, D. F. and Chandrasegaran, A. L., () An Investigation into the Relationship between Students' Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding, International Journal of Science Education, 30 (11) 1531-1550.
Students can have great difficulties explaining dissolving and changes of state correctly. This is because they lack clarity about the particulate nature of matter and so cannot describe intermolecular forces or bonding. This paper shows that it is important to discuss particle behaviour explicitly before moving on to physical and chemical change.
Paper digest - Boz, Y. () Turkish Pupils' Conceptions of the Particulate Nature of Matter, Journal of Science Education, 15 (2) 203-213.
Describing changes of state using the particle model can be difficult for students and, as a result, some of them avoid using it if they can. This means that the students retain several misconceptions that could be addressed if they had considered how atoms and molecules behave. This paper outlines how the students’ conceptions should be challenged using simulations and appropriate models.
Paper digest - Andersson, B., () Pupils' Conceptions of Matter and its Transformations (age 12-16), Studies in Science Education, 18, 53-85.
This research shows that some of the misconceptions students have about matter are reinforced by the learning materials and approaches used in classrooms. Textbook illustrations can give false impressions about sizes, scales and movement and the limitations of models can give misleading ideas. This paper explains why teachers need to be aware of the misconceptions that can be produced and how to tackle some of them.
Paper digest - Nakhleh, M. B. and Samarapungavan, A., () Elementary School Children's Beliefs about Matter, Journal of Research in Science Teaching, 36 (7) 777-805.
- Benson, D. L., Wittrock, M. C. and Baur, M. E., () Students' Preconceptions of the Nature of Gases, Journal of Research in Science Teaching, 30 (6) 587-597.
- Albanese, A. and Vicentini, M., () Why Do We Believe that an Atom is Colourless? Reflections about the Teaching of the Particle Model, Science & Education, 6, 251-261.
- Talanquer, V., () On Cognitive Constraints and Learning Progressions: The case of ''structure of matter'', International Journal of Science Education, 31 (15) 2123-2136.
- Özmen, H. and Kenan, O., () Determination of the Turkish Primary Students' Views about the Particulate Nature of Matter, Asia-Pacific Forum on Science Learning and Teaching, 8 (1)
- Allan, H. G. and Treagust, D. F., () Secondary Students’ Mental Models of Atoms and Molecules: Implications for Teaching Chemistry, Science Education, 80 (5) John Wiley & Sons, Inc., 509-534.
- Nakhleh, M. B. and Samarapungavan, A., () Elementary School Children's Beliefs about Matter, Journal of Research in Science Teaching, 36 (7) 777-805.
- Okhee, D. L. et al., () Changing Middle School Students’ Conceptions of Matter and Molecules, Journal of research in science teaching, 30 (3) 249-270.