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Peer reviewedHaidar, Abdullateef H.; Abraham, Michael R. – Journal of Research in Science Teaching, 1991
High school chemistry students' (n=183) applied and theoretical knowledge of dissolution, diffusion, effusion, and states of matter were compared. Study found that students' formal reasoning ability and their preexisting knowledge are associated with their conceptions and use of particulate theory. A significant difference between applied and…
Descriptors: Chemistry, Concept Formation, Learning Processes, Misconceptions
