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  • This paper presents a study concerning Greek primary school teachers' (n=162) ideas about the particulate nature of matter and their explanations of physical phenomena. The study took place during an in-service training course where the effectiveness of a specially designed intervention was tested. A key feature was an approach based on the concept of a substance and its states rather than 'solids, liquids and gases'. Pre-intervention, the teachers held misconceptions similar to those of pupils. Also, there seemed to be some relationship between the teachers' particle model ideas and their explanations of phenomena. Post-intervention, the teachers' descriptions and explanations were found to be significantly improved, with almost zero correlation between pre and post intervention scores. Implications for science education are discussed. (xsd:string)
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  • 2010 (xsd:gyear)
?:datePublished
  • 2010 (xsd:gyear)
?:doi
  • 10.1080/09500690902738016 ()
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  • en (xsd:string)
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  • 5 (xsd:string)
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  • Primary teachers' particle ideas and explanations of physical phenomena: the effect of an in-service training course (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: International Journal of Science Education, 32, 2010, 5, 629-652 (xsd:string)
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  • urn:nbn:de:0168-ssoar-220802 ()
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  • 32 (xsd:string)