Table 2 Hypothetical learning progressions of the PNM
Level | Description of the level | Merritt, and Krajcik (2013) | Smith, et al. (2006) | Hadenfeldt, et al. (2016) | Middle School Standards (2011) | Primary School Standards (2017) |
|---|---|---|---|---|---|---|
Level 4 System | Students explain phenomena using PNM (e.g., recognizing the relation of temperature with the motion of particles). Students distinguish spacing and motion of particles in a particular state. Students know that the particles of all objects are in constant motion, including solids. Students recognize the interactions between particles | ✓ | ✓ | ✓ | ✓ | |
✓ | ✓ | ✓ | ✓ | |||
✓ | ✓ | ✓ | ✓ | |||
✓ | ✓ | ✓ | ||||
Level 3 Relation | Students know that matter is made up of particles. Students know that there are voids between particles. Students begin to use particles to explain some of the physical phenomena. Students know that particles in liquids and gases are in motion | ✓ | ✓ | ✓ | ✓ | |
✓ | ✓ | |||||
✓ | ✓ | ✓ | ||||
✓ | ✓ | |||||
Level 2 Mapping | Students recognize tha different types of mt have different properties Students use macroscopic ideas to explain phenomena. Students realize parts of mater are too small to be seen by the naked eye and recognize the idea of particles from this | ✓ | ✓ | ✓ | ||
✓ | ✓ | ✓ | ✓ | |||
✓ | ✓ | ✓ | ||||
Level 1 Experience | Students describe objects exactly as they appear. Students describe the phenomena related to matter (e.g., changing shapes, breaking into smaller pieces) | ✓ | ✓ | |||
✓ | ✓ |