Children's Ideas About Weather: A Review of the Literature

Abstract

It is generally accepted that children have their own understanding of how the world works prior to receiving formal science instruction. A great deal of research has been done to determine students' misconceptions related to the physical sciences; less has been done to understand children's ideas in the Earth sciences. This paper reports a synthesis of the existing research about children's misconceptions relating to weather, climate and the atmosphere. The scientifically accepted interpretations are presented in tandem with the children's naïve ideas. When possible, a source of the misconception is also presented. In many cases, students' misconceptions are not addressed in the curriculum, allowing them to exist unchallenged.

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

“…Dove, 1998;Henriques, 2002;and Nelson, Aron, & Francek, 1992). Dove (1998) lists various common alternative conceptions in this field.…”

Öğrencilerin Fiziksel ve Kimyasal Değişme Kavramları İle Bağlamları İlişkilendirme Durumlarının İncelenmesi

“…Kontrol grubunda ise fen bilimleri öğretmeninin öğretim uygulamaları sonrasında öğrencilerin bağlamlarla kavramları iliĢkilendirirken alternatif kavrama kullanma durumlarında artıĢ olduğu ortaya çıkmaktadır. Literatür incelendiğinde ilgili alternatif kavramaların birçok çalıĢmada da tespit edildiği dikkat çekmektedir (Adbo ve Taber, 2009;Ceylan ve Geban, 2009;Henriques, 2002;Krnel, Watson ve Glažar, 1998;Tsitsipis, Stamovlasis ve Papageorgiou, 2010). Öğrencilerin maddenin hal değiĢtirmesiyle birlikte tanecikli yapısındaki meydana gelen değiĢmeleri zihninde yanlıĢ yapılandırması hal değiĢtirme olaylarını kimyasal değiĢme olarak düĢünmesine yol açmaktadır (Chang, Quintana ve Krajcık, 2010;Demircioğlu, Demircioğlu, Ayas ve Kongur;.…”

Development of A Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts

“…Many published studies reveal errors attached to concepts in the field of social sciences. According to those studies; students have difficulty in comprehending many concepts, especially those related to geography, and that students have significant conceptual errors (Yazıcı and Samancı, 2003;Henriques, 2002;Akbaş, 2002;Alım, 2008;Doğar and Başıbüyük, 2005).…”