and models that constitute percepti

and models that constitute perceptible entities or concrete materials to focus attention on critical and variable attributes of abstract concepts. There is evidence that these methods can enhance the attainment of abstract concepts (Cantu and Herron, 1978; Howe and Durr, 1982; Zeitoun, 1984). Another alternative for dealing with this issue is to design training programmes that promote the development of formal operational reasoning (Lawson, 1985) or foster the application of teaching methods that contribute to the acceleration of the development and the improvement of pupils’ general cognitive abilities (Adey and Shayer, 1994). The same methods facilitate learning as far as the convergent/ divergent thinking is concerned. Since lack of divergent thinking and restricted linguistic skills appear to affect understanding of the particulate nature of matter and the changes of state, assistance to students could be given by methods that eliminate the dominating role of language as much as possible. Research evidence supports the effectiveness of such methods that can enhance the attainment of abstract concepts (e.g., Zeitoun, 1989; Snir et al., 2003; Papageorgiou et al., 2008). Moreover, teachers should be aware of the obstacles originating from field-dependent cognitive style. An organized presentation of teaching material should emphasize less the peripheral information that could act as ‘noise’ for those who are field-dependent, which are often focused on less important features of the phenomena (e.g., bright colors). Effort should be made in order to help students make sense of the material taught, when attending lessons in the classroom or reading their school textbooks, by focusing on central ideas and disembedding only the relevant information (Danili and Reid, 2004). Specifically, when attempting the connection between micro and macro level, the plethora of dimensions involved, such as motion, vacuum, bonding, particulate and collective properties, makes the context complex enough so it is more likely to prevent the field-dependent pupils from processing information effectively. Again, a helpful technique for conveying explicit messages might involve the use of illustration or animation, which controls the misleading information and the effect of field-dependence.
Finally, besides the particular findings elucidating the research questions, the present study demonstrates that methodological advancements, such as SEM modeling are appropriate in assessing and explaining students’ achievements in science teaching research.
Appendix
A description of all the parts and the items of the instrument implemented in this study:
Part 1: (The particulate nature of matter)
The first 3 items (1A, 1B, and 1C) concern the solid state.
1.A. Pupils are asked to choose among five alternatives (see Fig. 4 in the Appendix), the figure that best represents what they think they would ‘‘see’’ if they observed a sugar grain with a hypothetical magnifying glass enabling the view of the grain structure.
1.B. Pupils are asked to explain what they think exists between molecules, in case they chose a figure depicting molecules. Otherwise, they do not have to answer this question.

Hasil (Bahasa Indonesia) 1:

dan model yang merupakan entitas yang mencolok atau bahan beton untuk memusatkan perhatian pada atribut kritis dan variabel abstrak konsep. Ada bukti bahwa metode ini dapat meningkatkan pencapaian konsep-konsep abstrak (Cantu dan Herron, tahun 1978; Howe dan Durr, 1982; Zeitoun, 1984). Alternatif lain untuk berurusan dengan masalah ini adalah untuk merancang program pelatihan yang mempromosikan pengembangan resmi operasional penalaran (Lawson, 1985) atau mendorong penerapan mengajar metode yang berkontribusi terhadap percepatan pembangunan dan perbaikan Umum murid-murid kemampuan kognitif (Adey dan Shayer, 1994). Metode yang sama memfasilitasi belajar sejauh berpikir konvergen / berbeda yang bersangkutan. Karena kurangnya berpikir berbeda dan keahlian dibatasi muncul untuk mempengaruhi pemahaman tentang sifat partikel materi dan perubahan negara, bantuan kepada siswa dapat diberikan oleh metode yang menghilangkan peran mendominasi bahasa sebanyak mungkin. Mendukung penelitian bukti efektivitas metode tersebut yang dapat meningkatkan pencapaian konsep-konsep abstrak (misalnya, Zeitoun, 1989; Sir et al., 2003; Papageorgiou et al., 2008). Selain itu, guru harus menyadari hambatan yang berasal dari gaya kognitif bergantung pada bidang. Presentasi diselenggarakan mengajar bahan harus menekankan kurang informasi perifer yang dapat bertindak sebagai 'suara' bagi mereka yang bergantung pada bidang, yang sering terfokus pada fitur-fitur yang kurang penting dari fenomena (misalnya, terang warna). Upaya harus dilakukan untuk membantu siswa memahami materi yang diajarkan, saat menghadiri pelajaran di kelas atau membaca buku pelajaran sekolah mereka, dengan fokus pada ide-ide sentral dan disembedding hanya informasi yang relevan (Danili dan Reid, 2004). Secara khusus, ketika mencoba hubungan antara tingkat mikro dan makro, kebanyakan dimensi terlibat, seperti gerak, vakum, ikatan, sifat partikulat dan kolektif, membuat konteks kompleks cukup sehingga lebih mungkin untuk mencegah murid bergantung pada bidang pengolahan informasi secara efektif. Sekali lagi, teknik yang berguna untuk menyampaikan pesan eksplisit mungkin melibatkan penggunaan ilustrasi atau animasi, yang mengontrol informasi yang menyesatkan dan efek field-ketergantungan.Finally, besides the particular findings elucidating the research questions, the present study demonstrates that methodological advancements, such as SEM modeling are appropriate in assessing and explaining students’ achievements in science teaching research.AppendixA description of all the parts and the items of the instrument implemented in this study:Part 1: (The particulate nature of matter)The first 3 items (1A, 1B, and 1C) concern the solid state.1.A. Pupils are asked to choose among five alternatives (see Fig. 4 in the Appendix), the figure that best represents what they think they would ‘‘see’’ if they observed a sugar grain with a hypothetical magnifying glass enabling the view of the grain structure.1.B. Pupils are asked to explain what they think exists between molecules, in case they chose a figure depicting molecules. Otherwise, they do not have to answer this question.