Primary students hold characteristic misconceptions about air and air pressure¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The review reports, citing Lin (2006) and Akbaş and Gençtürk (2011), that primary students commonly believe higher temperature or greater height means higher atmospheric pressure, and hold listed misconceptions about when gases exert pressure. → Lai 2016
Evidence¶
Lai 2016¶
Lai, C. (2016). Third graders' understanding of air concepts facilitated by the iPod inquiry teaching method. International Journal of Research in Education and Science (IJRES), 2(1), 1-9. https://eric.ed.gov/?id=EJ1105183
q1 · i? · causal · r2
Narrative literature review attributing these misconceptions to Lin (2006) for Taiwanese primary students and to Akbaş and Gençtürk (2011) for atmospheric-pressure misconceptions; the reviewed studies' designs are not described in this article. The article also reports Chang (2000) found the hardest air concept is that air expands when heated and contracts when cooled.
"they do not know that temperature is related to atmospheric pressure and often believed that the higher the temperature, t he higher the pressure; they do not know that height is related to atmospheric pressure and often believed that the greater the height, the higher the pressure"
Discussion¶
Related Claims¶
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Page metadata
| Field | Value |
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review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
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