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Filtering is one of the processes used in the treatment of sewage. Have students investigate sewage treatment and discover how different types of contaminants are removed from sewage. Ask student to reflect on the following: How does this author use history, art, and science to explain her central question? Language Arts Ask students to read and watch the video about Dr. Ask students to provide an overview of their understanding of what a food engineer does, based on their reading. Other than the military, where else might food engineers be employed?

Language Arts Ask students to develop a comic strip that uses pictures and words to represent an example of conservation of matter. They should focus on specific phenomenon such as wood burning, metal rusting, or a snowman melting and evaporating over time. Ask students to share their work among their lab group. Do you agree or disagree? Provide your reasoning. Science Have students design an experiment that compares the efficacy of a hypothetical synthetic medicine versus its hypothetical counterpart.

NGSS : Focus on Science and Engineering Practice, "Plan an investigation individually and collaboratively and in the design identify independant and dependant variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Learn more about the Evolving Universe. Get a deeper understanding of matter.

Learn the basics about the states of matter by using this simulation. Read about how one of the most famous painting of the 18th century of Lavoisier and his wife came to be. See detailed illustrations of the tools Lavoisier used in his experiments.

Course Summary – Motion and Matter

Explore misconceptions about phase changes, weather and the water cycle. Watch a simulated molecule being built.

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  • Concepts of Matter in Science Education!
  • STCMS™: Matter and Its Interactions | Smithsonian Science Education Center!

Learn more about salts and solubility by watching this simulation. Explore misconceptions about atoms, molecules, and chemical reactions. Watch what happens when hydrogen and chlorine are burned together to trigger a reaction. Clean Automative Technology. Watch a thermite reaction cause liquide iron to be made.

Balancing chemical equations. Learn more about the science of making environmentally friendly chemicals. Identify common misconceptions associated with Matter and Its Interactions by using tools found here. Teaching and learning the concept of chemical bonding. Studies in Science Education, 46 2 , Learning processes in chemistry: Drawing upon cognitive resources to learn about the particulate structure of matter.

Journal of the Learning Sciences, 19 1 , Straw men and false dichotomies: Overcoming philosophical confusion in chemical education. Journal of Chemical Education, 87 5 , Coordinating Procedural and Conceptual Knowledge to Make Sense of Word Equations: Understanding the complexity of a 'simple' completion task at the learner's resolution. International Journal of Science Education, 31 15 , International Journal of Science Education, 31 10 , Learning at the symbolic level.

Chapter 4, in J. Gilbert and D. Treagust Eds. Students' conceptions of ionisation energy: A cross-cultural study. International Journal of Science Education, 30 2 , pp. Science Education, 89 1 , pp. Chemistry Education: Research and Practice, 4 2 , pp.

Concept 5 - Matter and Energy

Foundations of Chemistry, 5 1 , pp. In this way, preschool teachers will be able to know what ideas children have about matters, thereby planning instructional activities accordingly. In this respect, the findings of the present study will hopefully provide data for similar studies in other countries on the same age group.

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  7. In this respect, the following research questions were posed:. The study was designed as a case study, a qualitative research model, to determine preschoolers' conceptual perceptions of states of matter. Case studies are used as a distinguishing approach to seek for an answer to scientific questions.

    Concepts of Matter in Science Education

    The population of the study was decided upon through criterion sampling. The criterion for the present study was that the participants were supposed to be six years old and to be attending a kindergarten.

    The study was conducted on a total of 25 preschoolers who studied at two primary schools located in Kirikkale and Kirsehir, Turkey, during the Academic Year. Table 1 presents the distribution of the students by gender. The researchers designed a data collection instrument to identify the students' conceptual misconceptions about states of matter.

    Concepts of Matter in Science Education | Georgios Tsaparlis | Springer

    Before the researchers developed the measurement tool, they had analyzed studies on the extent to which concepts about states of matter could be understood. The first draft contained questions as to solids, liquids, gases, melting, freezing, evaporation. It was submitted to three individuals specializing in science education and preschool education so as to make sure that the questions could identify the students' perceptions of science concepts and that they were appropriate for the level of preschoolers.

    The questions were rearranged in accordance with learned opinion. The final draft had 10 semi-structured questions embellished with certain pictures. The items and the concepts they correspond to are presented below. Appendix: 1. In order to make sure that the data were reliable, the themes designed by the researchers were submitted to certain researchers competent in qualitative research and they were asked to comment on the suitability of the structure. Afterward, a comparison was made between the categories of the researchers and those of the experts so that the number of agreements and disagreements would be determined.

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    Since the students were not able to read or write yet, each question was addressed to the students separately and their answers were recorded in a written way. Moreover, the records were read aloud in order that they could be confirmed by the students. The data were subject to content analysis. First, the data were divided into meaningful parts and an attempt was made to determine the conceptual meaning of each part. During the process, the parts that could make up a meaningful whole were coded; the similarities and differences between the codes were evaluated. The next step was to theme interdependent codes.

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    8. Finally, the themes were supported by direct quotations from the students. Question 1. Concerning the picture that contains a comb, tea and vapor Which one resembles wood and why? The students' answers were grouped under three headings given in Table 2.

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      Out of 22 students who thought that wood resembled a comb, 10 did not prove any justification. An analysis was made of the justification provided by the remaining 12 students and related findings are presented in Table 3. The underlying reasons given by the students were that both were hard and solids.