Clarification of Selected Misconceptions in Physical Geography

Nelson, Burton D.; Aron, Robert; Francek, Mark

doi:10.1080/00221349208979083

Cited by 41 publications

(25 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the last three decades, understanding of the concept wind became one of the weather concepts that researchers tried to investigate with students in elementary school (Stepans & Kuehn, 1985), middle and high school (Aron, Francek, Nelson, & Bisard, 1994;Papadimitriou & Londridou, 2001;Spiropoulou, Kostopoulos, & Jacovides, 1999), and college (Nelson, Aron, & Francek, 1992). These authors agreed that concepts associated with the wind are generally poorly understood by the students.…”

Section: Reasons For the Windmentioning

confidence: 94%

“…The researcher shows some of these reasons, together with specific examples including the ones about soil formation. Dove gives an example from the study conducted by Nelson et al (1992). Nelson and his colleagues report that children think all shallow soil profiles are young, whereas in deserts, for example soils are thin and old because little weathering can take place.…”

Section: Soil Formationmentioning

confidence: 99%

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

Section: Reasons For the Windmentioning

confidence: 99%

See 2 more Smart Citations

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

Bulunuz

Jarrett

2009

School Sci & Mathematics

View full text Add to dashboard Cite

This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands‐on learning stations, and concept mapping in improving conceptual understanding. Undergraduates in two sections of a science methods course (N= 52) completed an open‐ended survey, giving explanations about the above concepts three times: as a pretest and twice as posttests after various instructional interventions. The answers, scored with a three point rubric, indicated that the preservice teachers initially had many misconceptions (alternative conceptions). A two way ANOVA with repeated measures analysis (pretest/posttest) demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands‐on learning stations approached statistical significance. Concept mapping had an additive effect in building understanding, as evident on the second posttest. The findings suggest useful strategies for university science instructors to use in clarifying science concepts while modeling activities teachers can use in their own classrooms.

show abstract

Section: Reasons For the Windmentioning

confidence: 94%

Section: Soil Formationmentioning

confidence: 99%

See 1 more Smart Citation

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

Bulunuz

Jarrett

2009

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…For instance, students may believe that earthquakes push tectonic plates (Barrow and Haskins, 1996;Ross and Shuell, 1993), that mountains simply grow (Trend, 2000), or that volcanic magma originates at Earth's core (Nelson et al, 1992). Some students were unsure about the location of the Earth's tectonic plates, believing them to be somewhere below the Earth's surface, with empty or dirt-filled space between the tectonic plate and the Earth's surface (Clark et al, 2011;Libarkin et al, 2005;.…”

Section: Introductionmentioning

confidence: 99%

Students' Alternative Conceptions of Plate Boundaries and Their Conception Revision According to Their Reasoning Patterns

Park¹

2014

Journal of the Korean earth science society

View full text Add to dashboard Cite

This study investigated students' alternative conceptions of plate boundaries and their conception revision according to the pattern of students' reasoning. Participants were twenty-two 10th grade high school students. All participants were asked to draw the three types of plate boundaries and to explain their drawings. Nine students participated in the reasoning activity. To this end, a semi-structured interview was conducted during which key questions were asked for the students to individually answer. The key questions used in the reasoning activity were created, by utilizing questions used in the previous studies. The findings revealed that the alternative conceptions of plate boundaries were classified into three levels based on established criteria. Students who attempted a variety of reasoning strategies such as causal reasoning, using an analogy, abductive reasoning, data reconstruction and concept combination, revised their alternative conception to a scientific conception after the reasoning activity. On the other hand, some students could not revise their alternative conceptions because they only conducted an incomplete reasoning strategy. The study also found that they were unable to use other reasoning strategies, either.

show abstract

“…Από τις έρευνες αυτές διαπιστώθηκε ότι τα παιδιά θεωρούν ότι η ατµοσφαιρική πίεση οφείλεται στα υπερκείµενα στρώµατα του αέρα (Nelson et al 1992), ότι η ατµοσφαιρική πίεση ασκείται προς µια µόνο κατεύθυνση (προς τη γη) (Smith and Ford 1996) και ότι δεν είναι ίδια σε όλες τις κατευθύνσεις (Brody 1993 (Moyle 1980, Russell et al 1993, Σπυροπούλου κ.α., 1998.…”

Section: ατµόσφαιραunclassified

Διαηλικιακή Μελέτη Αντιλήψεων Μαθητών Για Τον Καιρό Το Κλίμα Και Τις Κλιματικές Αλλαγές. Σχεδιασμός Και Αξιολόγηση Συνεργατικού Τύπου Διαθεματικής Διδακτικής Παρέμβασης Σε Μαθητές Της Α Γυμνασίου

Λοντρίδου¹

View full text Add to dashboard Cite

Clarification of Selected Misconceptions in Physical Geography

Cited by 41 publications

References 7 publications

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

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

Students' Alternative Conceptions of Plate Boundaries and Their Conception Revision According to Their Reasoning Patterns

Contact Info

Product

Resources

About