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Dimitris Psillos and P. Kariotoglou
In the present paper, we describe and discuss an approach to the teaching of the conceptually demanding topic of fluids which focuses on promoting student teachers' conceptual evolution towards a suggested scientific model. We discuss a comprehensive conceptual model about fluids to be taught to primary education student teachers based on the interrelation of content analysis and students' domain specific conceptions and reasoning. We also present features of a relevant instructional strategy, involving conflict and enhancement procedures, as well as of the experimental field linked to the conceptual model to be taught. This teaching sequence was applied to a small sample of student teachers aiming at the in-depth description of their conceptual development. Comparison of the intended sequence with student teachers' actual constructions in the course of teaching revealed unexpected intermediate steps in their evolution towards differentiation of the intensive variable pressure and the extensive variable force.
International Journal of Science Education: Volume 21, Issue 1, Pages 17-38
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=2771">Psillos, Dimitris, and P. Kariotoglou. "Teaching fluids: Intended knowledge and students' actual conceptual evolution." Int. J. Sci. Educ. 21, no. 1, (January 1, 1999): 17-38.</a>
AIP Format
D. Psillos and P. Kariotoglou, , Int. J. Sci. Educ. 21 (1), 17 (1999), WWW Document, (https://doi.org/10.1080/095006999290813).
AJP/PRST-PER
D. Psillos and P. Kariotoglou, Teaching fluids: Intended knowledge and students' actual conceptual evolution, Int. J. Sci. Educ. 21 (1), 17 (1999), <https://doi.org/10.1080/095006999290813>.
APA Format
Psillos, D., & Kariotoglou, P. (1999, January 1). Teaching fluids: Intended knowledge and students' actual conceptual evolution. Int. J. Sci. Educ., 21(1), 17-38. Retrieved May 2, 2025, from https://doi.org/10.1080/095006999290813
Chicago Format
Psillos, Dimitris, and P. Kariotoglou. "Teaching fluids: Intended knowledge and students' actual conceptual evolution." Int. J. Sci. Educ. 21, no. 1, (January 1, 1999): 17-38, https://doi.org/10.1080/095006999290813 (accessed 2 May 2025).
MLA Format
Psillos, Dimitris, and P. Kariotoglou. "Teaching fluids: Intended knowledge and students' actual conceptual evolution." Int. J. Sci. Educ. 21.1 (1999): 17-38. 2 May 2025 <https://doi.org/10.1080/095006999290813>.
BibTeX Export Format
@article{
Author = "Dimitris Psillos and P. Kariotoglou",
Title = {Teaching fluids: Intended knowledge and students' actual conceptual evolution},
Journal = {Int. J. Sci. Educ.},
Volume = {21},
Number = {1},
Pages = {17-38},
Month = {January},
Year = {1999}
}
Refer Export Format
%A Dimitris Psillos %A P. Kariotoglou %T Teaching fluids: Intended knowledge and students' actual conceptual evolution %J Int. J. Sci. Educ. %V 21 %N 1 %D January 1, 1999 %P 17-38 %U https://doi.org/10.1080/095006999290813 %O text/html
EndNote Export Format
%0 Journal Article %A Psillos, Dimitris %A Kariotoglou, P. %D January 1, 1999 %T Teaching fluids: Intended knowledge and students' actual conceptual evolution %J Int. J. Sci. Educ. %V 21 %N 1 %P 17-38 %8 January 1, 1999 %U https://doi.org/10.1080/095006999290813 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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