Learning difficulties associated with the particulate theory of matter in the Scottish Integrated Science course

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Abstract
English The application of general theories about pupils’ learning to specific courses may be helpful to teachers, but in order to assist teachers and course developers practically it is also necessary to identify pupils’ specific learning difficulties. This paper describes some investigations, using criterion‐referenced measurement, into learning difficulties with a particulate theory of matter in the Scottish Integrated Science Course. Results indicate that many pupils had difficulty with the particulate theory as presented in two different versions of worksheets. Although different emphases in the two versions served to enhance achievement in particular areas, this achievement was not sustained to the end of the course. This is attributed to the lack of reference to particulate theory after its early introduction. It is recommended that less able pupils should be provided, initially, with a very simple explanation of particulate theory. It is also recommended that courses should enable pupils to develop their understanding of particulate theory gradually and that activities should be tailored to match the abilities of different pupils.