Conceptions of water-related phenomena

Schibeci, Renato; Fetherstonhaugh, Anthony R.; Griffin, S.

doi:10.1007/bf02357069

Cited by 3 publications

(2 citation statements)

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“…Students' understanding of the water cycle has been well documented, beginning with Piaget (1929) in the city of Geneva and followed up by studies in New Zealand (Osborne and Cosgrove, 1983), Australia (Schibeci et al, 1993), Israel (Bar, 1989;Bar and Travis, 1991) and the United States (US) (Brody, 1993;Henriques, 2000). Osborne and Cosgrove (1983) used an 'interview about events' technique to investigate students' interpretation of familiar water-related phenomena like melting, boiling, condensation and evaporation.…”

Section: Students' Understanding Of the Water Cycle And The Pedagogicmentioning

confidence: 99%

“…Later studies (Brody, 1993;Henriques, 2000;Schibeci et al, 1993) broadened the scope of their investigation to include students' ideas related to the atmosphere, weather, water quality and water resources, emphasising the interdisciplinary nature of concepts dealing with water and the implications of students' ideas for curriculum development in earth science and environment science. Classroom trials of the Small Science Curriculum in India (Ramadas, 2001), documented in the Teacher's Books of this series, showed that students in Class 4 could be introduced to the concepts of evaporation and condensation, but that they had trouble dealing with the idea of air and water vapour as material substances.…”

Section: Students' Understanding Of the Water Cycle And The Pedagogicmentioning

confidence: 99%

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Visual Representations of the Water Cycle in Science Textbooks

Vinisha

Ramadas

2013

Contemporary Education Dialogue

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Visual representations, including photographs, sketches and schematic diagrams, are a valuable yet often neglected aspect of textbooks. Visual means of communication are particularly helpful in introducing abstract concepts in science. For effective communication, visuals and text need to be appropriately integrated within the textbook.K. Vinisha has a master's degree in environmental science and a bachelor's degree in education from Bangalore University. She has taught at both the primary and secondary school levels in Mumbai and Bangalore. Her research interests are environmental and science education and gender studies. She has participated in research projects that analysed textbooks for content enrichment pertaining to the environment. At the Homi Bhabha Centre for Science Education (HBCSE), Tata Institute of Fundamental Research (TIFR), Mumbai, she studied aspects of gender represented in school textbooks and prepared resource material for teachers at the primary level. Dialogue, 10, 1 (2013): 7-36 This study is based on an analysis of the science textbooks of the National Council of Educational Research and Training (NCERT) and the Maharashtra State Board (MSB) for Classes 3-10. We first assess these textbooks for the use of visual representations generally. Then we focus on the water cycle, looking at how this topic is treated in the school science curriculum, at the types of visual representations used, and how effectively text and visuals are integrated to teach the water cycle over the course of the school years. We conclude with some observations on the visual treatment of the water cycle in two exemplar textbooks, and examine the implications for the use of visualisation to understand the concept of the water cycle.

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