Is It the Earth That Turns or the Sun That Goes behind the Mountains? Students' Misconceptions about the Day/Night Cycle after Reading a Science Text

Autor/inn/en	Vosniadou, Stella; Skopeliti, Irini
Titel	Is It the Earth That Turns or the Sun That Goes behind the Mountains? Students' Misconceptions about the Day/Night Cycle after Reading a Science Text
Quelle	In: International Journal of Science Education, 39 (2017) 15, S.2027-2051 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1361557
Schlagwörter	Misconceptions; Science Instruction; Prior Learning; Elementary School Students; Pretests Posttests; Scientific Concepts; Recall (Psychology); Reading Comprehension; Interviews; Inferences; Earth Science; Statistical Analysis; Grade 3; Grade 5; Foreign Countries; Experimental Groups; Control Groups; Multiple Regression Analysis; Greece (Athens) + Suchen Sie Ihr Suchwort? Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorkenntnisse; Abberufung; Leseverstehen; Interviewing; Interviewtechnik; Inference; Inferenz; Earth sciences; Geowissenschaften; Statistische Analyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Ausland
Abstract	The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled one of two texts that provided scientific or phenomenal explanations of the day/night cycle. All the participants gave explanations of the phenomenon in question prior to reading one of the texts and after they read it. The results showed that the participants who provided explanations of the day/night cycle at pretest incongruent with the scientific explanation recalled less information and generated more invalid inferences. An analysis of the participants' posttest explanations indicated that these readers formed new misconceptions similar to the fragmented and synthetic conceptions obtained in developmental research. The implications of the above for text comprehension and science education research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01