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| Autor/inn/en | Koulaidis, Vasilis; Cristidou, Vasilia |
|---|---|
| Titel | Models of Students' Thinking Concerning the Greenhouse Effekt and Teaching Implications. |
| Quelle | In: Science education, 83 (1999) 5, S. 559-576Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Bildung; Erziehung; Bildungsziel; Beobachtung; Forschung; Interview; Denken; Vorstellung (Psy); Schule; Lehren; Meer; Klimawandel; Polareis; Sonne; Naturwissenschaften; Überzeugung; Atmosphäre; Erwärmung; Physik; Strahlung; Glaube; Ozonloch; Ozonschicht; Treibhauseffekt; Umwelt; Aufheizen; Mittel; Phänomen; Werkzeug; Griechenland |
| Abstract | Individual, semistructures interviews were used for the study of 40 primary school students' (ages between 11 and 12 years) conceptions concerning the greenhouse effect. Analysis of the data led to the formation of seven distinct models of thinking regarding this environmental phenomenon. The inferred models are differentiated according to the following criteria: (a) the position and distribution of the greenhouse gases; (b) the existence of connections between the greenhouse effect and the ozone layer, or its depletion; and (c) the types of radiation considered to be involved in the greenhouse effect. However, children's models involve a common core of beliefs, according to which the greenhouse effect is due to solar radiation that haets up the earth an the atmosphere, while getting trapped by certain atmospheric gases, and severely changes the climate, melts the polar ice, and raises the sea level. Furthermore, the alternative conceptions involved in students' models are systematically examined to establish their teaching implications. The main teaching implications discussed here concern: (a) the concept of uniform diffusion of atmospheric gaes; (b) the conceptual distinction betweeen ultraviolett and other forms of solar radiation; (c) the conceptual distinction between sunlight and terrestrial radiation; and (d) the conceptual distinctions between the roles of the ozone layer and the greenhouse gases in the atmosphere. These teaching implications might constitute a valuable research tool for the determination of appropriate educational goals and conditions. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2001_(CD) |
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