The car catalyst–students’ misconceptions and how to challenge them

• Κύριοι συγγραφείς: DAOUTSALI, ELENI, BARKE, HANS-DIETER
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2012
• Θέματα: Science education, scientific revolution, history and philosophy of science and; Science and mathematics education; education; Participation, early mathematics, mathematising process, children’s initiatives, play pedagogies; Primary education, investigative approach, scientific and technological activities; Material and virtual resources, praxeology, task, technique, technology, register, number sense, place-value system, Chinese abacus; Science, pseudoscience, expert, media, television, media format; Chemical reaction, MBL, Lebanon, labwork; Spatial skills, programming cards, Scratch Jr, tangible material, code learning; Contradictions, conflicts, turning points, early childhood, science education, motives, demands, everyday concepts, scientific concepts; Explanations construction, teaching, sciences, preschool; Avalanche, joint action theory for didactics (JATD), physics, resources, science communication; Museology, science education, archaeological museum, interdisciplinary interpretation of museum collections, archaeometry; Science disaffection, aims of science education, didactics, educational policy and administration; Technology education, curriculum, gender; Content analysis, qualitative research, primary school, scientific research activity; PhD studies, PhD student, supervisor, research problem; Science education, chemistry, conceptions, teaching practices, atomic models; Health literacy, kindergarten teacher, qualitative research, content analysis; Environmental education, environmental issues, social representations, word associations, environmental conceptions; Indigenous education, biology education, models, living beings classification; Digital technology, documentation work, programming, students’ autonomy, teacher education; Science education, precursor models construction, flotation, teaching and learning strategy, preschool education.; Science, investigation, école primaire, élèves en situation de handicap; Scolarisation des élèves handicapés; habiletés éducatives; gestes professionnels d’ajustement; auxiliaire de vie scolaire; école primaire française; Teacher training, mathematics teaching, scheme, instrument; Teaching physics, energy concept, systems of signs, inscriptions, semiotic resources; Concept force, didactic transposition, mathematical approach, students’ difficulties misconceptions; France, history of science, teaching, experimental sciences, Volta.; Inquiry based teaching, formulation of hypotheses, buoyancy, manipulation, students' ideas; Inquiry-Based Science Education, biology in early childhood education, teaching practices in kindergarten, learning practices in kindergarten; Early childhood science, drawing, young children’s ideas, change of state; Science Education, Mathematics Education, international testing, school curricula; Problems solving, knowledge, task, declarative, procedural, hierarchy; Earth science curriculum, student learning, quality assessment, validity and reliability study, survey development; Health education, educational styles, biomedical model, health promotion, textbooks; Learning material; knowledge structures; WPW learning model; content specialization; engagement; heteroglossia; Educative robotics, primary school, learning, micro-genetics approach, activity analysis; Ethical issues, Biological Sciences, PCK, Scientific Argumentation; Conception, learning, complexity, ecosystem; Early childhood, graphical sign lexicons, repertoires, children’s mathematical graphics, emergent learners; Young children’s thinking, sociocultural/cultural-historical theory, methodology, early childhood science; Ancient remains, amphorae, mediation; Why-questions, knowledge-statements, belief-statements, epistemic status of scientific theories; Preparation, physics and technology teachers, science and technology education, Greece; Logical-mathematical games, logical reasoning, operations and logical deductions, recurrence of logical-mathematical games in daily educational activities; IBSE, primary school, Intentio, institutional science education project; Gender, relationship to scientific knowledge, ROSE project, French student, secondary school science, science education; Evaluation, professional competences, initial teachers, didactic roles; Canadian science museums, mission statements, museum mission statements, roles, science centres, science museums; Monologue, egocentric speech, thought, enunciative dimension, education; Relativity of simultaneity, theory of conceptual fields, secondary school, Special Theory of Relativity; Adequacy training-employment, epistemology, professional identity, occupational integration, teaching practices, professional knowledge, school knowledge; Science education, participatory science, authenticity of learning, teaching practices, school-scientist partnerships; Methodology, exploratory data analysis, inquiry based science education, teachers representations; Representations, ICT uses; ICT practices; university students; digital skills; Nature of science, teacher education, key-ideas, matrix of stages and strands, didactical units; Bloodstream, scientific debate, language interactions, cognitive work; Inquiry-based science education, previous experience, previous knowledge; Mental argumentation, property based thinking, meaning in mathematics, thinking globally, the role of symbols; Prospective teachers, elementary school, pedagogical competency, scientific competency, science and technology; Energy, epistemological awareness, scientific constructs, trans-phenomenological aspect, system analysis; Science exhibitions, technoscientific issues, practice and process, communicating controversy in science, critical viewer, negotiation; Contextual issues, history of science, effective learning, physics education; Early childhood science education; children’s ideas; communication; drawing activity; group discussion; research methods; Earth’s shape; day/night cycle; Spatial awareness, direction, orientation, programmable toy Bee-Bot, educational scenario, preschool children’s representations; Professional development, learning trajectories, student teachers, learning trajectories, expertise; Problem solving, conceptual understanding, square, construction, pre-school education; Visual methods, participation, early childhood, competency, Mosaic approach; Early year education, decomposition, recycling, constructivist learning environment; Transition, mathematics, coping styles, higher education, assessment; History and Philosophy of Science, History and Philosophy of Mathematics, HP&ST; Chemical education; car catalyst; students’ misconceptions; mental models; Scientific education, continuing education, teachers, high school, participatory museum, society museums, museum of civilisation, exhibition media, community of practice; Semiotic representation registers, proportionality, problem solving, tabular register, graphical register; Metalinguistic function, scientific code, early childhood education, theatre semiotics

The objective of this study was to find out what students already know about the car catalyst in order to design a module to pass on the scientific mental model to them. Therefore a questionnaire was given to students in 9th, 10th and 11th grade pupils. Questions referred to what happens inside a catalyst with the incoming gases. The misconception of a filter or a further combustion engine could be localized. According to the students the catalyst is equipped with netting which slices the molecules. According to the misconceptions received a topic was designed to overcome and cure these concepts and to clarify and give the pupils a valid picture of what happens inside the catalyst. In a post-test results are discussed