Abstract

The purpose of this study was to analyze how the content of particulate nature of matter unit is taught at 6
th
grade in primary education, how it is reflected by teachers and how it is understood by students. The study was carried out in
two different schools with 120 students and two science teachers. In accordance with the case study method, data were
gathered from various sources. A questionnaire was administrated to the participants. In order to determine that the concept
taught has been used, two science teachers were recorded, teacher’s examination questions were analyzed and an interview
was given to the teachers. The results of the study indicated that teachers who worked at different schools and who depended
on the same curriculum in their lessons introduced the subject in different ways to students. So, this led to different levels of
understanding by the students.

Key words: Science education, theory of didactic transposition, concept of particulate nature of matter