This paper reports on the learning outcomes concerning the concepts of mass, volume and density, that derive after the use of the educational software “The Density Notebook” in the classroom. The software design draws from the broader constructivist approach and is based on the assumption that the students’ understanding of the concepts of mass, volume and density in the microscopic level, will improve their respective understanding in the macroscopic level. The software presents a series of activities to the learner, aiming at constructing the relationship between the three aforementioned concepts. Before and after a seven-hour innovative teaching intervention, 91 primary students (aged 11-12) answered an initial and a final questionnaire. After the teaching intervention, the majority of the students could successfully use a simple particulate model of matter, in order to represent the concepts of mass, volume and density in the microscopic level. They were also able to correctly correlate representations in the microscopic and the macroscopic level related to the concept of density. On the other hand, students faced difficulties in handling the mathematical relation between mass, volume and density.
|Keywords:||Mass, Volume, Density, Educational Software, Particulate Model of Matter, Mental Representations|
Professor, Pedagogical Department of Primary Education, Aristotle University of Thessaloniki, Thessaloniki, Thessaloniki, Greece
Chemistry teacher, Secondary education, Greece, 1st Gymnasium of Multicultural Education of Pilaia, Thessaloniki, Thessaloniki, Greece
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