Survey of research related to the development of the concept of ‘matter’

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Abstract
This paper presents a survey and analysis of research related to the development of concepts of matter. It is proposed that the clarity with which pupils understand the distinction between matter and objects influences their explanations of composition and phenomena. A theoretical framework for the development of the concept of matter via ‘action’ in the sense of Piaget is given. This provides an explanation of how children develop the concept of matter and is used to discuss literature concerning children's classification of matter, their explanations of the composition of matter, and their explanations of physical and chemical change. For a clearer distinction between the concepts of object and matter, the authors propose distinguishing early in schooling between intensive properties of matter and extensive properties of objects. A hypothesis in respect of the development of the concept of matter via ‘action’ in the sense of Piaget is given. The study also shows possible implications of the development of this concept for learning and teaching.

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