Water and Air Pollution: Primary Students’ Conceptions About “Itineraries” and Interactions of Substances

Water: Turkish Prospective Biology Teachers' Conceptual Structures and Semantic Attitudes towards Water

“…Each stage of the educational life places emphasis on such issues as the structure of water, water cycle, characteristics of water, water pollution and pollutants, the effect of water on human beings and transportation of water. Even so, it has been found that both students and prospective teachers/teachers have misconceptions about these issues (Stavridou & Marinopoulos, 2001).…”

“…A review of literature suggests that studies are commonly focused on the opinions of participants about water, their conceptual structures, its meanings and alternative concepts. There are studies on revealing the conceptual structures of children about the states of water (Osborne & Cosgrove, 1983), evaporation and phase transition (Bar & Galili, 1994;Bar & Travis, 1991), of students aged between 10 and 18 years old about condensation, boiling, evaporation and states of water (Hatzinikita & Koulaidis, 1997), of secondary school students about atmospheric water vapor and evaporation at room temperature (Johnson, 1998), of children aged between 1 and 6 years old about condensation and evaporation in a comparative manner (Tytler, 2000), of primary schools about air and water pollution (Stavridou & Marinopoulos, 2001), of high school and first grade university students about water literacy levels (Ewing & Mills, 2004), of primary schools students about the states of water (Boo, 2006), of students of various age groups about water (Thompson and Logue, 2006), of high school students about solubility (Koray, Akyaz, & Koksal, 2007), of first grade university students about boiling (Costu, Ayas, Niaz, Unal, & Calik, 2007), and of primary school students about water (Gooding & Metz, 2011). However, the number of studies on university students seems to be limited.…”

“…In one study, they reported that such situations as water pollution and consumption that have an effect on the water cycle and distribution of water resources have nothing to do with human-based activities (Agelidou, Balafoutas, & Gialamas, 2001). In another study, primary school students had misconceptions about water pollution (Stavridou & Marinopoulos, 2001). It was revealed that only 7% of the drawings made by students regarding the concepts of watershed hydrology could express the interrelated concepts between watershed hydrology and water cycle (Dove, Everett, & Preece, 1999).…”

Conceptions naïves de la pollution chez les enfants de 7 à 12 ans : une étude de leurs dessins

“…La plupart s'intéresse à la pollution de l'air et de l'eau, et recourt à la technique de l'interview pour étudier les opinions que les élèves ont du phénomène. Ainsi, trois études notables ont porté sur la conception qu'ont les enfants de la pollution atmosphérique et aquatique via des questionnaires écrits (en Grèce, Stavridou & Marinopoulos, 2001), des interviews structurés (en Inde, Saxena, 2009) ou semi-structurés (en Grèce, Dimitriou & Christidou, 2007). Stavridou et Marinopoulos (2001) ont utilisé une technique pre-test/intervention/post-test pour mesurer l'impact d'une nouvelle technique éducative sur les capacités des élèves de 11-12 ans à comprendre la dimension internationale de la pollution de l'eau et de l'air, en particulier le fait qu'une pollution émise à un endroit donné de la planète puisse aussi atteindre leur propre pays, quelle que soit la distance qui sépare le lieu d'émission du pays de l'enfant.…”

Establish An Importance Index Of Basic Chemistry Competence In The Universities Of Science And Technology In Taiwan

“…Due to this, basic concepts for the education of chemistry were reported in these literatures, such as basic chemical concepts (Nelson, 2003;Barke and Wirbs, 2002;Kettle, 2001;Taber, 2001), the development of the chemistry attitudes and experiences (Coll et al, 2002), and the future of chemistry education (Mahaffy, 2004;Gilbert et al, 2004). Additionally, water and air pollutions (Stavridou and Marinopoulos, 2001), quantum-chemical concepts (Tsaparlis and Papaphotis, 2002;Sanxhez Gomez and Martin, 2003), biological chemistry (Canning and Cox, 2001), and linking physics with chemistry were also explored for the education of chemistry. In order to learn the complex nature of chemistry, the concepts of threefold representation of matter was considered to convey to their students, while students have difficulty relating analogies and models to chemical phenomena.…”