Understanding the gaseous aggregate state of matter at the sub-microscopic level in the education vertical

Za ustrezno razumevanje naravoslovnih pojmov je potrebna njihova sočasna predstavitev na vseh treh ravneh: makroskopski, submikroskopski in simbolni ravni. Rezultati raziskav kažejo, da imajo učeči na vseh ravneh šolanja zaradi abstraktnosti naravoslovnih pojmov težave s pojasnjevanjem pojavov in procesov na ravni delcev. Za boljše razumevanje naravoslovnih pojmov je ključna njihova predstavitev na primerih iz življenja, ki so učečim blizu. Namen v prispevku predstavljene raziskave je podati, kako učeči pojasnjujejo delčno naravo plinastega agregatnega stanja snovi. V kvalitativno raziskavo je bilo vključenih po pet učencev iz 7. in 9. razreda osnovne šole ter pet dijakov 1. letnika gimnazije. Za zbiranje podatkov je bil uporabljen polstrukturirani intervju, ki je vključeval dve avtentični problemski nalogi. Rezultati raziskave kažejo, da vsi intervjuvanci pravilno prepoznajo plinasto agregatno stanje snovi na ravni delcev, težave pa imajo pri utemeljitvi odločitve. Z raziskavo smo potrdili obstoj napačnih razumevanj, ki se nanašajo na: (1) razlago delčne narave snovi, (2) nerazlikovanje med delcem in snovjo in (3) opisovanje submikroskopske ravni snovi z makroskopsko ravnjo. Navedena spoznanja raziskave se ujemajo z ugotovitvami drugih raziskav in učiteljem nudijo vpogled v razmišljanja učečih. Te ugotovitve lahko učitelji uporabijo pri poučevanju za doseganje boljšega razumevanja naravoslovnih pojmov.For proper understanding of science concepts their simultaneous representation at all three levels, i.e. the macroscopic, the sub-microscopic and the symbolic levels is required. The research results show that learners have difficulties in clarifying the concepts, phenomena and processes at the level of particles at all levels of schooling due to the abstractness of science concepts. The key to a better understanding of science concepts is their representation on real life cases that are close to learners. The purpose of the research presented in this paper is to show the manner in which the learners explain the particle nature of the aggregate state of the substance. The qualitative study included five students from 7th and 9th grade of elementary school, and five students from the 1st year of gimnazija. For data collection a semi-structured interview with four authentic problem tasks was used. The research results show that all respondents correctly identify the aggregate states of matter at the level of particles, but they have difficulties in justifying their decisions. The study confirmed the existence of misunderstanding with regard to: (1) the interpretation of the particle nature of matter, (2) non-discrimination between the particles and matter, and (3) description of the sub-microscopic levels of matter with a macroscopic level. The research findings are consistent with the findings of other studies and provide teachers with insights into the contemplations of learners. These findings can be used by teachers in the classroom to achieve better understanding of science concepts