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An interview study on primary school pupils’ conceptions and alternative conceptions of the changes of state of water
Author
Liaw, Audrey Sock Pheng
Supervisor
Boo, Hong Kwen
Abstract
The purpose of this study was to investigate the conceptions and alternative conceptions that primary school pupils in Singapore hold about common daily phenomena related to the changes of state of water. The concepts addressed included boiling, melting, evaporation and condensation. This study is based on semi-structured interviews of 21 children aged 7, 10 and 12.
The conceptions and alternative conceptions of the Primary 1 pupils were compared with those of the Primary 4 and Primary 6 pupils, so as to produce a snapshot picture of the likely effects of formal science teaching pupils’ understanding of the changes of state of water. It was found that pupils’ conceptions were closer to the scientific understanding after formal science education but the range of alternative conceptions also increased. In addition, some alternative conceptions that held by the P1 pupils were also held by the P4 and P6 pupils. The findings were also compared with a New Zealand study from which this study was replicated. It was found that despite the differences in culture, language and environment, pupils from both studies held many similar alternative conceptions.
Some of the implications of this study are that teachers need to be more aware of the alternative conceptions of their pupils so as to design strategies to address them adequately in their teaching.
The conceptions and alternative conceptions of the Primary 1 pupils were compared with those of the Primary 4 and Primary 6 pupils, so as to produce a snapshot picture of the likely effects of formal science teaching pupils’ understanding of the changes of state of water. It was found that pupils’ conceptions were closer to the scientific understanding after formal science education but the range of alternative conceptions also increased. In addition, some alternative conceptions that held by the P1 pupils were also held by the P4 and P6 pupils. The findings were also compared with a New Zealand study from which this study was replicated. It was found that despite the differences in culture, language and environment, pupils from both studies held many similar alternative conceptions.
Some of the implications of this study are that teachers need to be more aware of the alternative conceptions of their pupils so as to design strategies to address them adequately in their teaching.
Date Issued
2007
Call Number
LB1585 Lia
Date Submitted
2007