Pupils\u27 and students\u27 understanding of states of matter and their transitions

V magistrskem delu je predstavljena raziskava o razumevanju agregatnih stanj vode in prehodov med njimi učencev sedmega razreda, dijakov prvih letnikov gimnazije in študentov Pedagoške fakultete Univerze v Ljubljani. V teoretičnem delu sta opisana trojna narava kemijskih pojmov in učenje kemije na treh ravneh kemijskega pojma, kjer sta predstavljena primer rastočega trikotnika in model dvigajoče se ledene gore. V nadaljevanju teoretičnega dela sta opisana procesiranje informacij in pomen vizualizacije pri tem. Predstavljena je uporaba očesnega sledilca pri spremljanju kognitivnih procesov pri naravoslovnem izobraževanju. Podane so raziskave na področju napačnih razumevanj agregatnih stanj in prehodov med njimi. Glavni namen magistrskega dela je bil ugotoviti razumevanje kemijskih pojmov, povezanih z agregatnimi stanji vode, na makroskopski in submikroskopski ravni, prehodov med agregatnimi stanji na submikroskopski ravni ter primerjati rezultate reševanja izbranih avtentično zasnovanih nalog učencev sedmega razreda osnovne šole, dijakov prvega letnika gimnazije in študentov kemije z vezavami Pedagoške fakultete. V raziskavi je sodelovalo 31 učencev, 29 dijakov in 20 študentov. Rezultati analize reševanja avtentičnih nalog so interpretirani z meritvami, dobljenimi z očesnim sledilcem, s katerim se lahko spremljajo kognitivni procesi pri reševanju. Vsi testiranci so pravilno prepoznali submikroskopske predstavitve trdnega, tekočega in plinastega agregatnega stanja na ravni delcev. Težave pa so imeli pri utemeljevanju svoje izbire. Iz rezultatov raziskave je mogoče sklepati o napačnih razumevanjih pri razlagi makroskopskih ugotovitev na submikroskopski ravni. Testiranci so imeli tudi težave pri razumevanju prehodov med agregatnimi stanji pri procesu nastajanja slane, saj jih je manj kot polovica podala pravilen odgovor. Rezultati očesnega sledilca so pokazali, da so uspešnejši učenci, dijaki in študenti imeli daljši povprečni skupni čas in večje povprečno število fiksacij na 3D-animaciji nastajanja slane kot na slikah kot pa neuspešni. Rezultate raziskave lahko povežemo z ugotovitvami drugih raziskav, ki so pokazale podobna napačna razumevanja. Ugotovitve raziskave lahko vplivajo na pristope pri poučevanju, s katerimi je mogoče preprečiti in odpraviti napačna razumevanja.The master\u27s thesis presents a study on the understanding of states of matter and the transitions between them by pupils of the seventh grade, students of the first year in gymnasiums (high school) and students at the Faculty of Education. The theoretical part describes the triple nature of chemical concepts and teaching chemistry on the three levels of a chemical concept, where the example of the expanding triangle and the rising iceberg model are presented. In the continuation of the theoretical part, the process of information processing is described and the significance of visualisation. The use of an eye tracker in the monitoring of cognitive processes in natural sciences teaching is described. Studies on the misconception of states of matter and transitions between them are also presented. The main aim of master\u27s thesis was to determine the understanding of chemical concepts that relate to states of water on macroscopic and submicroscopic levels, the transitions between states on a submicroscopic level, and to compare the results of select original exercises devised for pupils of the seventh grade, students of the first year in gymnasiums (high school) and chemistry students at the Faculty of Education. The study included 31 pupils, 29 high-school students and 20 university students. The results of the analysis where original exercises were completed were then interpreted using measurements obtained using an eye tracker that made it possible to track the cognitive processes used when solving the exercises. All test participants correctly recognised the submicroscopic presentation of the solid, liquid and gas physical states on a particle level. However, they did experience problems when justifying their decision. From the study results it is possible to conclude that there were problems understanding the explanation of macroscopic findings on a submicroscopic level. The test participants also had problems with the transitions between states in the frost formation process, since less than half responded with the correct answer. The results of the eye tracker showed that the more successful pupils, high-school and university students had a greater average total time and average number of fixations on the 3D animations of how frost formed in comparison with the pictures, compared to the less successful participants. The study results can be linked to findings from other studies that showed similar misconceptions. The study findings can affect the approaches used when teaching to avoid and eliminate misconceptions