Junior Secondary School Students' Conceptions about Plate Tectonics

Autor/inn/en	Mills, Reece; Tomas, Louisa; Lewthwaite, Brian
Titel	Junior Secondary School Students' Conceptions about Plate Tectonics
Quelle	In: International Research in Geographical and Environmental Education, 26 (2017) 4, S.297-310 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2016.1262511
Schlagwörter	Junior High School Students; Plate Tectonics; Geography Instruction; Concept Formation; Semi Structured Interviews; Teaching Methods; Instructional Innovation; Multiple Choice Tests; Student Attitudes; Audio Equipment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Plattentektonik; Geography education; Geography lessons; Geografieunterricht; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülerverhalten; Audio-CD; Ausland; Australien
Abstract	There are ongoing calls for research that identifies students' conceptions about geographical phenomena. In response, this study investigates junior secondary school students' (N = 95) conceptions about plate tectonics. Student response data was generated from semi-structured interviews-about-instances and a two-tiered multiple-choice test instrument developed and validated by the researchers. There were three main findings: (1) students held many alternative conceptions about plate tectonics, most of which have not been reported in previous research; (2) students' alternative conceptions most commonly concerned the formation of landforms at tectonic plate boundaries; and (3) students were particularly confused about the cause of subduction at an oceanic-continental convergent plate boundary. The findings of this study can assist geography teachers and researchers to develop innovative pedagogies that consider students' pre-instructional alternative conceptions and promote conceptual change learning. (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