[1]
|
Aleksovska, S., & Antonovska, L. (2010). Chemistry for the 7th grade of eighth-year secondary education. Skopje: Ministry of Education and Science of Republic of Macedonia (in Macedonian).
|
[2]
|
Aleksovska, S., & Stojanovski, K. (2003). Chemistry for the 3rd year of reformed gymnasium education. Skopje: Prosvetno Delo (in Macedonian).
|
[3]
|
Aleksovska, S., & Stojanovski, K. (2005). Chemistry for the 4th year of reformed gymnasium education. Skopje: Prosvetno Delo (in Macedonian).
|
[4]
|
Aleksovska, S. (2011). Personal communication.
|
[5]
|
Anonimous (2003). Common misconceptions about matter. URL (last checked 2 July 2012).
http://www.arps.org/users/ms/pricen/one%20pagers/common_misconceptions%20chemistry.pdf
|
[6]
|
Badrian, A., Abdinejad, T., & Naseriazar, A. (2011). A cross-age study of Iranian students’ various conceptions about the particulate nature of matter. Journal of Turkish Science Education, 8, 49-63.
|
[7]
|
Banda, A., Mumba, F., Chabalengula, V. M., & Mbewe, S. (2011). Teachers’ understanding of the particulate nature of matter: The case of Zambian pre-service science teachers. Asia-Pacific Forum on Science Learning and Teaching, 12, Article ID: 4.
|
[8]
|
Barke, H. D., Hazari, A., & Yitbarek, S. (2009). Chapter 2: Students’ misconceptions and how to overcome them. In: Misconceptions in chemistry addressing perceptions in chemical education (pp. 21-36). Berlin: Springer-Verlag.
|
[9]
|
BBC (2012). KS3 Bitesize: Science—Behaviour of matter. URL (last checked 2 July 2012).
http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/behaviour_of_matter/activity.shtml
|
[10]
|
Ben-Zvi, N., & Gai, R. (1994). Macro- and micro-chemical comprehension of real-world phenomena. Journal of Chemical Education, 71, 730-732. doi:10.1021/ed071p730
|
[11]
|
Ben-Zvi, R., Eylon, B., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63, 64-66.
doi:10.1021/ed063p64
|
[12]
|
Bindernagel, J. A., & Eilks, I. (2009). Evaluating roadmaps to portray and develop chemistry teachers’ PCK about curricular structures concerning sub-microscopic models. Chemistry Education Research and Practice, 10, 77-85. doi:10.1039/b908245j
|
[13]
|
Bridle, C. A., & Yezierski, E. J. (2011). Evidence for the effectiveness of inquiry-based, particulate-level instruction on conceptions of the particulate nature of matter. Journal of Chemical Education, 89, 192- 198. doi:10.1021/ed100735u
|
[14]
|
Bucat, B. (2004). Pedagogical content knowledge as a way forward: Applied research in chemistry education. Chemistry Education Research and Practice, 5, 215-228. doi:10.1039/b4rp90025a
|
[15]
|
?alyk, M., Ayas, A., & Ebenezer, J. V. (2005). A review of solution chemistry studies: Insights into students’ conceptions. Journal of Science Education and Technology, 14, 29-50.
|
[16]
|
Canpolat, N. (2006). Turkish undergraduates’ misconceptions of eva
|
[17]
|
poration, evaporation rate, and vapour pressure. International Journal of Science Education, 28, 1757-1770.
doi:10.1080/09500690600779957
|
[18]
|
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8, 293-307.
doi:10.1039/b7rp90006f
|
[19]
|
Chiu, M.-H. (2005). A national survey of students’ conceptions in chemistry in Taiwan. Chemical Education International, 6, 8 p.
|
[20]
|
Cliff, W. H. (2009). Chemistry misconceptions associated with understanding calcium and phosphate homeostasis. Advances in Physiology Education, 33, 323-328. doi:10.1152/advan.00073.2009
|
[21]
|
Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40, 464-486.
doi:10.1002/tea.10085
|
[22]
|
Cvetkovi?, S. (2002a). Chemistry for the 7th grade. Skopje: Prosvetno Delo (in Macedonian).
|
[23]
|
Cvetkovi?, S. (2002b). Chemistry for the 1st year of reformed gymnasium education. Skopje: Prosvetno Delo (in Macedonian).
|
[24]
|
De Vos, W., & Verdonk, A. H. (1996). The particulate nature of matter in science education and in science. Journal of Research in Science Teaching, 33, 657-664.
doi:10.1002/(SICI)1098-2736(199608)33:6<657::AID-TEA4>3.0.CO;2-N
|
[25]
|
Demircio?lu, G. (2009). Comparison of the effect of conceptual change texts implemented after and before instruction on secondary school students’ understanding of acid-base concepts. Asia-Pacific Forum on Science Learning and Teaching, 10, Article ID: 5.
|
[26]
|
Demircio?lu, G., Ayas, A., & Demircio?lu, H. (2005). Conceptual change achieved through a new teaching program on acids and bases. Chemistry Education Research and Practice, 6, 36-51.
doi:10.1039/b4rp90003k
|
[27]
|
Dhindsa, H. S., & Treagust, D. F. (2009). Conceptual understanding of Bruneian tertiary students: Chemical bonding and structure. Brunei International Journal of Science & Mathematics Education, 1, 33-51.
|
[28]
|
Eilks, I., Witteck, T., & Pietzner, V. (2012). The role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education. Centre for Educational Policy Studies Journal, 2, 125-145.
|
[29]
|
Eybe, H., & Schmidt, H. (2004). Group discussions as a tool for investigating students’ concepts, Chemistry Education Research and Practice, 5, 265-280. doi:10.1039/b4rp90028f
|
[30]
|
Gabel, D. L., & Samuel, K. V. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64, 695-697.
doi:10.1021/ed064p695
|
[31]
|
Ge?oski, S., & Nonkulovski, F. (2009). Physics for the 7th grade of eighth-year-secondary education. Skopje: Ministry of Education and Science of Republic of Macedonia (in Macedonian).
|
[32]
|
Gregorius, R. M. (n.d.). An eBook in flash to support inductive learning. URL (last checked 2 July 2012).
http://www3.canisius.edu/~gregorir/ic2home/eBookPaper.pdf
|
[33]
|
Griffiths, A. K., & Preston, A. K. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
doi:10.1002/tea.3660290609
|
[34]
|
Herrmann Abell, C. F., & DeBoer, G. E. (2011). Using distractor-given standard-based multiple-choice assessment and Rasch modelling to investigate hierarchies of chemistry misconceptions and detect structural problems with individual items. Chemistry Education Research and Practise, 12, 184-192. doi:10.1039/c1rp90023d
|
[35]
|
Hoque, K. E., Alam, G. M., Ariff, M. R. B. M., Mishra, P. K., & Rabby, T. G. (2011). Site-based management: Impact of leader’s roles on institutional improvement. African Journal of Business Management, 5, 3623-3629.
|
[36]
|
Horton, C. (with other members of the Modeling Instruction in High School Chemistry Action Research Teams at Arizona State University) (2007). Student Alternative Conceptions in Chemistry. URL (last checked 2 July 2012).
http://www.scribd.com/doc/52664732/student-alternative-conceptions-in-chemistry
|
[37]
|
Hussein, A. (2009). The use of triangulation in social sciences research: Can qualitative and quantitative methods be combined? Journal of Comparative Social Work, 1, 1-12.
|
[38]
|
Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quaterly, 24, 602-611.
doi:10.2307/2392366
|
[39]
|
Johnstone, A. H. (2000). Teaching of chemistry—Logical or psychological? Chemistry Education Research and Practice in Europe, 1, 9-15. doi:10.1039/a9rp90001b
|
[40]
|
José, T. J., & Williamson, V. M. (2005). Molecular visualization in science education: An evaluation of an NSF-sponsored workshop. Journal of Chemical Education, 82, 937-943.
doi:10.1021/ed082p937
|
[41]
|
Kabap?nar, F. M. (2009). Multi-frame illustrations: A molecular visual strategy in learning and teaching chemistry concepts. Australian Journal of Education in Chemistry, 69, 11-16.
|
[42]
|
Kariper, ?. A. (2011). An investigation into the misconceptions, erroneous ideas and limited conception of the pH concept in pre-service science teacher education. The Chemical Education Journal, 14.
|
[43]
|
Kind, V. (2004). Beyond appearances: Students’ misconceptions about basic chemical ideas (2nd ed.). Durham: Durham University. URL (last checked 2 July 2012).
http://www.rsc.org/images/Misconceptions_update_tcm18-188603.pdf
|
[44]
|
Kvale, S. (1996). Chapter 7: The interview situation. In Interviews: An Introduction to Qualitative Research Interviewing (pp. 124-135). London: Sage.
|
[45]
|
Levy Nahum, T., Hofstein, A., Mamlok-Naaman, R., & Bar-Dov, Z. (2004). Can final examinations amplify students’ misconceptions in chemistry? Chemistry Education Research and Practice, 5, 301-325.
|
[46]
|
Margel, H., Eylon, B.-S., & Scherz, Z. (2004). “We actually saw atoms with our own eyes” conceptions and convictions in using the scanning tunneling microscope in junior high school. Journal of Chemical Education, 81, 558-566. doi:10.1021/ed081p558
|
[47]
|
Mayer, K. (2011). Addressing students’ misconceptions about gases, mass, and composition. Journal of Chemical Education, 88, 111-115.
doi:10.1021/ed1005085
|
[48]
|
Meijer, M. R. (2011). Macro-meso-micro thinking with structure- property relations for chemistry education. An explorative design- based study. Ph.D. Thesis, Utrecht: Utrecht University.
|
[49]
|
Milne, R. W. (1999). Animating reactions. A low-cost activity for particle conceptualization at the secondary level. Journal of Chemical Education, 76, 50-51. doi:10.1021/ed076p50
|
[50]
|
Monkovi?, M., Ivanovski, V., & Petru?evski V. M. (2007). Demonstrations as a tool for ironing-out misconceptions: 3. A note on the reaction Pb2+(aq) + 2I?(aq) = PbI2(s): Exceptions from a priori expectations. The Australian Journal of Education in Chemistry, 68, 17-19.
|
[51]
|
Morg?l, ?., & Y?rük, N. (2006). Cross-age study of understanding of some concepts in chemistry subjects in science curriculum. Journal of Turkish Science Education, 3, 15-27.
|
[52]
|
Mulford, D. R., & Robinson, W. R. (2002). An inventory for alternate conceptions among first-semester general chemistry students. Journal of Chemical Education, 79, 739-744. doi:10.1021/ed079p739
|
[53]
|
Muzaffar, H., Castelli, D. M., Goss, D., Scherer, J. A., & Chapman- Novakofski, K. (2011). Middle school students want more than games for health education on the internet. Creative Education, 2, 393-397. doi:10.4236/ce.2011.24056
|
[54]
|
Nair, S., & Ngang, T. K. (2012). Exploring parent’s and teacher’s views of primary pupils’ thinking skills and problem solving skills. Creative Education, 3, 30-36. doi:10.4236/ce.2012.31005
|
[55]
|
Nelson, P. G. (2003). Basic chemical concepts. Chemistry Education Research and Practice, 4, 19-24. doi:10.1039/b2rp90033e
|
[56]
|
Nyachwaya, J. M., Mohamed, A., Roehrig, G. H., Wood, N. B., Kern, A. L., & Schneider, J. L. (2011). The development of an open-ended drawing tool: An alternative diagnostic tool for assessing students’ understanding of the particulate nature of matter. Chemistry Education Research and Practice, 12, 121-132. doi:10.1039/c1rp90017j
|
[57]
|
Oloruntegbe, K. O., Ikpe, A., & Kukuru, J. D. (2010). Factors in students’ ability to connect school science with community and real- world life. Educational Research and Reviews, 5, 372-379.
|
[58]
|
Onwu, G. O. M., & Randal, E. (2006). Some aspects of students’ understanding of representational model of the particulate nature of matter in chemistry in three different countries. Chemistry Education Research and Practice, 7, 226-239. doi:10.1039/b6rp90012g
|
[59]
|
Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus group study. International Journal of Science Education, 23, 441-467. doi:10.1080/09500690010006518
|
[60]
|
?zmen, H., & Kenan, O. (2007). Determination of the Turkish primary students’ views about the particulate nature of matter. Asia-Pacific Forum on Science Learning and Teaching, 8, Article ID: 1.
|
[61]
|
?zmen, H. (2011). Turkish primary school students’ conceptions about the particulate nature of matter. Internationa Journal of Environmental & Science Education, 6, 99-121.
|
[62]
|
Pabu?cu, A., & Geban, ?. (2006). Remediating misconceptions concerning chemical bonding through conceptual change text. Hacettepe University Journal of Education, 30, 184-192.
|
[63]
|
Papageorgiou, G., & Sakka, D. (2000). Primary school teschers’ views of fundamental chemical concepts. Chemistry Education Research and Practice, 1, 237-247. doi:10.1039/a9rp90025j
|
[64]
|
Petru?evski, V. M., Monkovi?, M., & ?optrajanov, B. (2007). Demonstrations as a tool for ironing-out preconceptions: 1. On the reactions of alkali metal sulfates with concentrated sulfuric acid. The Chemical Educator, 12, 1-4.
|
[65]
|
Petru?evski, V. M., Taseska, M., & Monkovi?, M. (2006). Demonstrations as a tool for ironing-out misconceptions: 2. Can a strong acid be displaced by a weak one? The Chemical Education Journal, 9.
|
[66]
|
Regan, A., Childs, P., & Hayes, S. (2011). The use of an intervention programme to improve undergraduate students’ chemical knowledge and address their misconceptions, Chemistry Education Research and Practice, 12, 219-227. doi:10.1039/c1rp90027g
|
[67]
|
Roschelle, J. (1995). Learning in interactive environments: Prior knowl
|
[68]
|
edge and new experience. In: J. H. Falk, & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp. 37-51). Washington DC: American Association of Museums.
|
[69]
|
Salame, I. I., Sarowar, S., Begum, S., & Krauss, D. (2011). Students’ alternative conceptions about atomic properties and the periodic table. The Chemical Educator, 16, 190-194.
|
[70]
|
Schmidt, H., Baumg?rtner, T., & Eybe, H. (2003). Changing ideas about the periodic table of elements and students’ alternative conceptions of isotopes and allotropes. Journal of Research in Science Teaching, 40, 257-277. doi:10.1002/tea.10076
|
[71]
|
Silberberg, M. S. (2006). Chemistry. The molecular nature of matter and change (4th ed.). Boston, MA: McGraw-Hill.
|
[72]
|
Singh, P. (2008). The unexpected reward of qualitative research in assessment: A case example. The Qualitative Report, 13, 278-300.
|
[73]
|
Sirhan, G. (2007). Learning difficulties in chemistry: An overview. Journal of Turkish Science Education, 4, 2-20.
|
[74]
|
Skamp, K. (2009). Atoms and molecules in primary science: What are teachers to do? Australian Journal of Education in Chemistry, 69, 5- 10.
|
[75]
|
?optrajanov, B. (2002a). Chemistry for the 1st year of reformed gymnasium education. Skopje: Prosvetno Delo (in Macedonian).
|
[76]
|
?optrajanov, B. (2002b). Chemistry for the 2nd year of reformed gymnasium education. Skopje: Prosvetno Delo (in Macedonian).
|
[77]
|
S?zbilir, M., P?narba??, T., & Canpolat, N. (2010). Prospective chemistry teachers’ conceptions of chemical thermodynamics and kinetics. Eurasia Journal of Mathematics, Science & Technology Education, 6, 111-121.
|
[78]
|
Stojanovska, M. I., Petru?evski, V. M., & ?optrajanov, B. T. (2012a). On the existence of hydrogen salts of monoprotic acids. Journal of Chemical Education, 89, 1168-1170. doi:10.1021/ed2005483
|
[79]
|
Stojanovska, M., Petru?evski, V. M., & ?optrajanov, B. (2012b). The concept of sublimation—Iodine as an example. Educatión Quimica, 23, 171.
|
[80]
|
Taber, K. (2001). Building the structural concepts of chemistry: Some considerations from educational research. Chemistry Education Research and Practice in Europe, 2, 123-158. doi:10.1039/b1rp90014e
|
[81]
|
Taber, K. S. (2011). Models, molecules and misconceptions: A commentary on “Secondary school students’ misconceptions of covalent bonding”. Journal of Turkish Science Education, 8, 3-18.
|
[82]
|
Tasker, R. (1998). The VisChem project: Molecular level animations in chemistry—Potential and caution. UniServe Science News, 9, 12-16.
|
[83]
|
Tatar, E. (2011). Prospective primary school teachers’ misconceptions about states of matter. Educational Research and Reviews, 6, 197- 200.
|
[84]
|
The Nobel Prize in Physiology or Medicine (1998). URL (last checked 2 July 2012).
http://www.nobelprize.org/nobel_prizes/medicine/laureates/1998/
|
[85]
|
Treagust, D. F., Chandrasesaran, A. L., Zain, A. N. M., Ong, E. T., Karpudewan, M., & Halim, L. (2011). Evaluation of an intervention instructional program to facilitate understanding of basic particle concepts among students enrolled in several levels of study. Chemistry Education Research and Practice, 12, 251-261.
doi:10.1039/c1rp90030g
|
[86]
|
Wenning, C. J. (2008). Dealing more effectively with alternative conceptions in science. Journal of Physics Teacher Education Online, 5, 11-19.
|
[87]
|
Yezierski, E. J., & Birk, J. P. (2006). Misconceptions about the particulate nature of matter. Using animations to close the gender gap. Journal of Chemical Education, 83, 954-960.
doi:10.1021/ed083p954
|