[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592520-105":59,"doc-detail-592520-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","secondary-school-students-conceptual-understanding-of-physical-and-chemical-changes","Secondary School Students’ Conceptual Understanding of Physical and Chemical Changes","","Research examines how 50 first-year high school students understand physical and chemical changes in matter. A diagnostic probe is used to separate chemical changes from physical changes through discrete particle reasoning, followed by interviews to explore students’ alternative, non-scientific conceptions. Results show that only a few learners struggle to distinguish physical versus chemical changes and to link state changes to physical and chemical properties, bond changes, or entity constitution. Many students believe physical changes are reversible while chemical changes are not.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondary-school-students-conceptual-understanding-of-physical-and-chemical-changes/592520/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondary-school-students-conceptual-understanding-of-physical-and-chemical-changes/592520.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study assess students’ understanding of physical and chemical changes?","Question",{"text":112,"@type":113},"The study used a diagnostic probe administered to 50 first-year high school students, followed by interviews to gain deeper insight into their conceptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the findings reveal about students’ ability to distinguish physical and chemical changes?",{"text":117,"@type":113},"Only a few students had difficulties distinguishing between physical and chemical changes, but many still showed misconceptions about reasons for their definitions and explanations.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are diagnostic probes recommended in the study?",{"text":121,"@type":113},"Diagnostic probes are recommended as a prerequisite for conceptual change strategies because they help identify students’ alternative conceptions about chemistry changes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592520,1792613733,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Secondary School Students’ Conceptual Understanding of Physical and Chemical Changes  \n1,2,3,4 Department of Chemistry Education, University of Education, Winneba, Winneba  \n5 Department of Chemistry, College of Physical Science, University of Cape Coast, Cape Coast  \n( 􀀣 Corresponding Author)  \nAbstract  \nIn recent years, researchers have shown an interest in understanding students’ own ideas about basic  chemical principles and guiding them through innovative ways to gain conceptual understanding where necessary. This research was a case study designed to assess 50 first year high school students’  conceptual understanding about changes in matter, with interpretive underpinnings. A diagnostic probe  was administered to find out if discrete particles could be used to differentiate chemical changes from  physical changes and to unravel the different conceptual interpretations that students had. Submissions  obtained from the students were classified on levels of conceptions, and analysed using frequency counts  and percentages, after which an interview was conducted to gain a deeper insight into their unscientific  submissions. Findings from the study indicated that only a few students had difficulties in distinguishing  between physical and chemical changes. These few did not associate the changes in states with  associated physical and chemical properties, as was expected at their level. Neither did they base their  explanation on the breaking nor formation of bonds, nor with changes in the constitutions of entities.  They overwhelmingly intimated that physical changes were reversible whilst chemical changes were not.  About 38% of participants who provided correct definitions for physical and chemical changes in two of  the probes could not assign reasons for them. However, almost 79% of the participants showed an appreciable knowledge of types of changes that occur in chemistry. The adopted diagnostic probe and  interview were useful in identifying students’ alternative conceptions about changes in chemistry.  Diagnostic probes are recommended as a pre-requisite for conceptual change strategies.  \nKeywords: Chemical change, Chemical property, Conceptual change, Physical change, Physical property.  \nContents  \n1. Introduction ......................................................................................................................................................................... 45  \n2. Research Design ................................................................................................................................................................... 45  \n3. Results .................................................................................................................................................................................. 46  \n4. Discussion............................................................................................................................................................................. 47  \n5. Conclusion............................................................................................................................................................................ 48  \nReferences ................................................................................................................................................................................ 49  \nCitation | Hanson, R.; Twumasi, A. K.; Aryeetey, C.; Sam, A.; Adukpo, G. (2016) . Secondary School Students’ Conceptual Understanding of Physical and Chemical Changes. Asian Journal of Education and Training, 2(2): 44-52.  \nDOI:  \n 10.20448/journal.522/2016.2.2/522.2.44.52  \nLicensed: This work is licensed under a Creative Commons Attribution 3.0 License   \n Contribution/Acknowledgement: All authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of inte","cbCaitVVCAQTacIn","https://ap.wps.com/l/cbCaitVVCAQTacIn","pdf",1213842,"English","# Introduction\n# Research Design\n# Results\n# Discussion\n# Conclusion\n# References","[{\"question\":\"How did the study assess students’ understanding of physical and chemical changes?\",\"answer\":\"The study used a diagnostic probe administered to 50 first-year high school students, followed by interviews to gain deeper insight into their conceptions.\"},{\"question\":\"What did the findings reveal about students’ ability to distinguish physical and chemical changes?\",\"answer\":\"Only a few students had difficulties distinguishing between physical and chemical changes, but many still showed misconceptions about reasons for their definitions and explanations.\"},{\"question\":\"Why are diagnostic probes recommended in the study?\",\"answer\":\"Diagnostic probes are recommended as a prerequisite for conceptual change strategies because they help identify students’ alternative conceptions about chemistry changes.\"}]","Secondary School Students’ Conceptual Understanding of Physical and Chemical Changes | PDF",1792074762,23]