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The particulate nature of matter in science education and in science
Author(s) -
de Vos Wobbe,
Verdonk Adri H.
Publication year - 1996
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199608)33:6<657::aid-tea4>3.0.co;2-n
Subject(s) - science education , particulates , correctness , mathematics education , nature of science , epistemology , sociology , psychology , chemistry , mathematics , philosophy , organic chemistry , algorithm
This article addresses ideas about the particulate nature of matter that are considered to be correct or acceptable in science education and studies of children's misconceptions. It argues that science teachers and educators use educational as well as scientific criteria for correctness, and that these criteria do not always coincide. Relations between the particulate nature of matter in science and science education are analyzed in an attempt to make more intelligible children's inclination to attribute all kinds of macroscopic properties to particles. © 1996 John Wiley & Sons, Inc.