The Impact of Secondary School Students' Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming

Reinfried, Sibylle; Tempelmann, Sebastian

doi:10.1080/09500693.2013.773598

Cited by 25 publications

(44 citation statements)

References 28 publications

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“…Knowledge structure refers to the representation of the organization of the different knowledge that one possesses (Lederman, Gess‐newsome, & Latz, ). It is also commonly referred to as concept structure (Pennanen & Vakkari, ), cognitive structure (Toews, ), conceptual framework (Smith, Blakeslee, & Anderson, ), knowledge framework (Thompson & Mintzes, ), intellectual framework (Reinfried & Tempelmann, ), cognitive framework (Novak, Gowin, & Johansen, ), and concept framework (Kinchin, ). This study does not intend to differentiate between these terms, and will use the term “knowledge structure” henceforth.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Because the internal process of knowledge construction cannot be observed directly, it can only be inferred from the externalization of mental models through the use of different test methods (Reinfried & Tempelmann, ). Due to the belief that information is linked together extensively in the knowledge structure, researchers have carried out studies to characterize the knowledge structure in different fields of studies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy

Loh

Subramaniam

2018

J Res Sci Teach

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This study evaluates the use of an open‐ended question to determine students' knowledge structure on the topic of galvanic cells. The open‐ended question was developed and administered to 163 Grade 10 students who had earlier completed a course on electrochemistry. Students' responses were marked as well as coded on the basis of the fields identified from their responses. This was then evaluated statistically to determine the collective knowledge structure of the sample of students. The knowledge structure thus mapped contains both canonical concepts and alternative conceptions (ACs). An important finding emerging from this study is that instructors need to focus student's attention on the dynamic processes involving electrons and ions during the operation of galvanic cells. In order for students to fully understand how a galvanic cell operates, they need to see the whole picture. There are three critical components that lead to students' understanding of how an oxidation–reduction reaction can generate energy and how a circuit is complete: transfer of electrons during oxidation–reduction half‐reactions, flow of electrons within metals, and migration of ions in solution. Also, we found that it is possible for students to use correct chemistry concepts in an incorrect way by establishing linkages among these in an inappropriate manner. We reiterate that apart from evaluating students' ACs, it is also important to evaluate the links between the concepts and conceptions present in students' knowledge structure so that teaching can be made more effective.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy

Loh

Subramaniam

2018

J Res Sci Teach

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“…Since alternative conceptions are characterized by resistance to change, several researchers in the field of science education concluded that sometimes these ideas don't exist into the individuals' minds as isolated ideas, but they constitute a structured and coherent set of interconnected ideas (Chi 2008;Author 2012;Gutiérrez 2004). Thus, alternative conceptions can be structured in alternative explanatory models or mental models (Gilbert and Boulter 2000) that are consistent for the individuals who uphold them, even though in many cases these personal representations are incompatible with or contradict scientific model (Reinfried and Tempelmann 2014). While alternative conceptions are conceived as isolated ideas, mental models are constituted by a structure of beliefs and images that is generative, allowing individuals to explain and predict natural phenomena (Greca and Moreira 2000;Schwarz et al 2009).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Varela

Gayoso

2018

Res Sci Educ

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There are several studies dealing with students' conceptions on climate change, but most of them refer to understanding before instruction. In contrast, this study investigates students' conceptions and describes the levels of sophistication of their mental models on climate change and the greenhouse effect. The participants were 40 students of secondary education (Grade 7) in Spain. As a method of data collection, a questionnaire with open-ended questions focused on the mechanism, causes and actions that could be useful in reducing climate change was designed. Seventh grade students completed the same questionnaire before and after instruction. The students' conceptions and mental models were identified by an inductive and iterative analysis of the participants' explanations. With regard to the students' conceptions, the results show that they usually link climate change to an increase in temperature, and they tend to mention, even after instruction, generic actions to mitigate climate change, such as not polluting. With regard to the students' mental model, the results show an evolution of models with little consistency and coherence, such as the models on Level 1, towards higher levels of sophistication. The paper concludes with the educational implications proposed for solving learning difficulties regarding the greenhouse effect and climate change.

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“…Pedrinaci (1996) hacía referencia a la necesidad de diferenciar entre la diversidad de ideas de los estudiantes, que van desde ideas inducidas por un inadecuado tratamiento escolar hasta otras que constituyen verdaderos obstáculos epistemológicos, y desde nociones aisladas hasta nociones relacionadas que pueden funcionar como teorías o modelos implícitos. Las ideas alternativas pueden así estructurarse en modelos personales de pensamiento, modelos explicativos alternativos o modelos mentales (Gilbert y Boulter, 2000;Justi, 2006), los cuales son percibidos por los individuos como consistentes, incluso en aquellos casos en los que estos modelos son claramente incompletos o contradicen los modelos de la ciencia escolar (García-Rodeja y Lima, 2012; Reinfried y Tempelmann, 2014). Mientras las ideas alternativas se pueden concebir como ideas más o menos estáticas y aisladas, los modelos mentales estarían constituidos por una estructura de creencias e imágenes que, además, es generativa, es decir, permite a los individuos integrar nueva información, hacer predicciones, explicar fenómenos y generar nuevos conocimientos (Greca y Moreira, 2000).…”

Section: Introductionunclassified

Modelos mentales de los estudiantes de secundaria sobre el suelo

2017

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En este trabajo se presenta un estudio de caso cuyo propósito fue investigar las concep-ciones alternativas y los modelos mentales de los estudiantes sobre el suelo. Los participantes fueron 48 estudiantes de 4.º de educación secundaria obligatoria. Los datos fueron recogidos mediante un cuestionario de preguntas abiertas centradas en el origen del suelo, su edad, constituyentes y cambios que podría experimentar. De un análisis inductivo de las explicaciones de los participantes se identificaron las concepciones y los modelos mentales. Los resultados indican que este grupo de estudiantes presenta tres tipos de modelos acerca del suelo: suelo primigenio, suelo geológico y suelo ecológico relacionado con el ciclo de la materia.

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The Impact of Secondary School Students' Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming

Cited by 25 publications

References 28 publications

Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy

Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Modelos mentales de los estudiantes de secundaria sobre el suelo

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