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Materials, states of matter and their common misconceptions

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Danny Wright

on 20 October 2013

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Transcript of Materials, states of matter and their common misconceptions

On your tables is a tray containing different objects. We would like you to sort these objects into 3 groups. You have 2 minutes, GO!
Materials, states of matter and their common misconceptions
What does the government say?
For children to develop a thirst for scientific knowledge and a passion for 'deeper learning'." Successful questioners feel confident to ask questions, not foolish". (Boo, 1999)
What are the likely implications of this?
With this is mind, it is important that we use 'scientific enquiry' as a tool that can challenge these misconceptions and help children make sense of the world around them through first hand experiences, research and debate amongst themselves.
(NSF, 1997: 7)
Why is important for children to explore these concepts?
"In general, misconceptions result from students creating their own explanations for how the world works... Numerous studies show that students cling to these ideas even in the face of discrepant events and explicit instruction."

http://beyondpenguins.ehe.osu.edu (2013)
Grouping and classifying materials

Pupils should be taught to compare everyday materials and objects on the basis of their material properties

National Curriculum (2011)
What are the common misconceptions associated with Materials?
The word Materials means fabrics
Think of the object rather than what it is made of
All solids are strong and hard
All liquids are runny and clear

Why is it important that misconceptions are addressed?
When pupils identify misconceptions, they can
become more active in their own investigations.
This is more likely to lead to a further shift in thinking.

Hodgson (2010) NFER Review

Everybody has misconceptions, children and adult's alike.
Everybody used to think
that the world was flat!
First of all. How
did you group the objects?
But. In scientific terms all materials are generally grouped into the 3 states of matter: Solids, Liquids and Gases.
Children may have grouped these objects together based on a range of
existing knowledge such as:
Children may find some materials confusing such as cotton wool, sponge, sand and treacle.
Solids, liquids and gases.
Allen (2010)
Properties of solids, liquids and gases
So, based on what we have just learned. Can you guess what type of material are in each of your glove balloons?
Full transcript