Investigation of learning progression regarding size and scale pertaining to the nature of matter

In this study, it is aimed to examine the learning progression of secondary school and undergraduate students regarding the size and scale subject as it relates to the nature of matter. Recent studies show that students have difficulties in many areas related to size and scale and they lack knowledge. The sample of the study consists of 70 high school students studying in the 9th, 10th and 11th grades of a state-owned Science High School and 254 undergraduate students studying in the 1st, 2nd, 3rd and 4th grades of Biology, Science, Chemistry and Physics teaching undergraduate programs in the education faculty of a state university. The Word Association Test (WAT) and the Size and Scale Subject Knowledge Test consisting of four different open-ended questions were administered to all students. In addition, structured interviews were conducted with 25 undergraduate students (1st, 2nd, 3rd and 4th grades). As a fourth data source, the curricula of secondary and university level chemistry, physics and biology courses were examined. It was found that, science high school 11th grade, biology teaching 1st and 3rd grade, science teaching 4th grade, chemistry teaching 2nd grade and physics teaching 2nd grade students had better knowledge levels about size and scale; but in the question about unit conversion, it was determined that the knowledge levels of the students of all classes were low. It is suggested that the subject of size and scale should be included more in the curricula of science courses such as biology, science, chemistry and physics. It is thought that to emphasize more on the subject of size and scale in the content of the textbooks and in the classroom teachings will help the students to understand nanoscience better.