Changes in Primary School Pupils' Conceptions of Water in the Context of Science, Technology, and Society (STS) Instruction

Autor/inn/en	Havu-Nuutinen, Sari; Kärkkäinen, Sirpa; Keinonen, Tuula
Titel	Changes in Primary School Pupils' Conceptions of Water in the Context of Science, Technology, and Society (STS) Instruction
Quelle	In: International Research in Geographical and Environmental Education, 27 (2018) 2, S.118-134 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2017.1320897
Schlagwörter	Elementary School Students; Science and Society; Water; Case Studies; Grade 4; Grade 5; Foreign Countries; Geography; Geography Instruction; Science Education; Concept Formation; Scientific Concepts; Interviews; Essays; Pretests Posttests; Finland + Suchen Sie Ihr Suchwort? Wasser; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Geografie; Geography education; Geography lessons; Geografieunterricht; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Essay; Aufsatzunterricht; Finnland
Abstract	Pupils' conceptual change processes that have led to long-term changes in learning processes can be very challenging and interwoven with several issues. Meanwhile, school learning is often determined as fragmented, without providing connections to pupils' different life and societal contexts. In this study, Science, Technology, and Society (STS) instruction was conducted to enhance primary school pupils' conceptual change process with water-related concepts. Pupils (N = 41) studied water over four-week period and considered water-related concepts and phenomena in scientific, societal, and technological contexts. Before and after STS instruction, the pupils wrote the essays and based on an analysis of the essays, 10 pupils were selected for interviews. Prior the STS instruction, the pupils' conceptions of water were descriptive and were situated in regard to their everyday lives, and pupils considered their water-use subjectively. Pupils rarely were able to explain the relationships between the concepts or phenomena. After the STS instruction, the scientific explanations increased, and water was understood more globally, and different issues such as water states and water circulation were linked to each other. In this study, the pupils' conceptual change process mainly occurred as a reorganisation of conceptual hierarchies but also included some insights for the higher level changes. In addition, learning contexts seem to have crucial roles for the changes. The learning contexts supported the pupils to consider water as broad, interlinked phenomena. STS instruction dared the pupils to consider water phenomenon as a global issue. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01