Air Pressure Curriculum

Introduction

Endnotes

  • 1 Grotzer, T. A. & Bell, B. (1999). Negotiating the funnel: Guiding students toward understanding elusive generative concepts. In L. Hetland & S. Veenema (Eds.) The Project Zero Classroom: Views on Understanding. Fellows and Trustees of Harvard College.
  • 2 e.g. Smith, C., Carey, S., & Wiser, M., (1985). On differentiation: A case study of the concepts of size, weight, and density. Cognition, 21, 177-237.
  • 3 Driver, R., Leach, J., Scott, P., & Wood-Robinson, C. (1994). Young people's understanding of science concepts: Implications of cross-age studies for curriculum planning. Studies in Science Education, 24, 75-100.
  •    Driver, R., Leach, J., Scott, P., & Wood-Robinson, C. (1994). Children's ideas about ecology 3: Ideas found in children aged 5-16 about the interdependency of organisms. International Journal of Science Education, 985-997.
  • 4 Slotta, J. D. (1997). Understanding constraint-based processes: A precursor to conceptual change in physics. Unpublished doctoral dissertation. Pittsburgh, PA: University of Pittsburgh.
  •    Slotta, J. D. & Chi, M. T. (1999, March). Overcoming robust misconceptions through ontology training. Unpublished paper.
  • 5 Burke, J. (1978). Connections. Boston: Little, Brown & Company.
  • 6 Tytler, R. T. (1998). Students' conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education, 20(8), 929-958.
  • 7 Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students' perceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587-597.
  • 8 deBerg, K. C. (1995). Student understanding of the volume, mass, and pressure of air within a sealed syringe in different states of compression. Journal of Research in Science Teaching, 32(8), 871-884.
  • 9 Sere, M. (1982). A study of some frameworks used by pupils aged 11-13 years in the interpretation of air pressure. European Journal of Science Education, 4(3), 299-309.
  • 10 Engel Clough, E. & Driver, R. (1985). What do students understand about pressure in fluids? Research in Science & Technological Education, 3(2), 133-144.
  • 11 Giese, P. A. (1987, June). Misconceptions about water pressure. Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, vol. II. Ithaca, NY, Cornell University.
  • 12 Kariotoglou, P., Psillos, D., & Vallassiades, O. (1990). Understanding pressure: Didactical transpositions and pupils conceptions. Physics Education, 25(2): 92-96.
  • 13 e.g. Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19.
  • 14 Wilensky & Resnick (1999).
  • 15 Ritscher, R., Lincoln, R. & Grotzer, T. A. (2003, March). Understanding density and pressure: How students' meaning-making impacts their transfer of causal models. Paper presented at the National Association of Research in Science Teaching (NARST) Conference, Philadelphia.
  • 16 Grotzer, T. A. (1993). Students' understanding of complex causal relationships in natural systems. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
  • 17 Engel Clough, E. & Driver, R. (1985). What do students understand about pressure in fluids? Research in Science & Technological Education. 3(2), 133-144.
  • 18 Basca, B. B. & Grotzer, T. A. (2001, April). Focusing on the nature of causality in a unit on pressure: How does it affect students' understanding? Paper presented at the annual conference of the American Educational Research Association, Seattle.