THE LEARNING EFFECTS OF A TEACHING LEARNING SEQUENCE (TLS) ABOUT BUILDING THE CONCEPT OF DENSITY OF PURE SUBSTANCES AND SOLUTIONS IN PRIMARY SCHOOL STUDENTS

Maria Gaitanidi ^1*, Panagiotis Giannakoudakis ²

¹ PhD Candidate, Department of Chemistry, Aristotle University of Thessaloniki, Greece

² Professor, Department of Chemistry, Aristotle University of Thessaloniki, Greece

*Corresponding author’s email: Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

DOI: 10.62579/JAGC0006

ABSTRACT

This paper (which is a part of a doctoral research) studies the learning outcomes of an integrated Teaching Learning Sequence (TLS), which, by first approaching the necessary background knowledge of the concepts of mass and volume, aims to build the concept of density of both pure substances and solutions. This TLS was developed based on students' already known alternative ideas from the existing literature about the difficulties of understanding density and its intensive character. The analysis of the results showed quite satisfactory learning outcomes of the TLS, with the exception of some difficulties and failures expected to some extent based on the literature, for both primary grades’ students, with a predominance of the 6^th grade students, which showed higher percentages of better understanding of density and its intensive character.

Keywords: density, 5^th - 6^th grade students, Teaching Learning Sequence (TLS)