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Student´s conceptions of causes and processes forming eskers and erratics
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0002-8649-4632
2018 (engelsk)Inngår i: Programme and Book of Abstracts, 2018, s. 39-39Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The aim of this study is to investigate students’ conceptions of causes and processes concerning the formation of eskers and erratics. Landforms, and natural processes - relating to time and space - are central to both geoscience and geography education. Given the lack of research on students´ understanding of glacial processes and landforms in geoscience education, this study contributes theoretically by investigating students’ alternative conceptions and scientific conceptions, and empirically by extending our body of knowledge of students’ understandings of a topic and generic concept at the core of geography education. Data consists of 135 written responses on an assignment with 12-13 year old students from the Swedish national test in geography (year 2013). The responses were sampled and then analysed using qualitative content analysis. In order gain a richer understanding of students´ conceptions, focus group interviews were conducted in schools with 12-13 year old students in 2017.  Results show that more than a third of the students hold alternative conceptions on the causes for these landforms such as landslides, meteor impacts or human activity. The results also shows that majority of the students, who relate these landforms to a scientific cause (glaciers /ice sheets) have problems understanding the processes involved in formation of eskers and erratics, in terms of extraction, transport and deposition of material. We believe these findings will help provide insights for teachers and are useful when designing classroom instructions aiming at changing alternative conceptions and strengthening scientific conception.

sted, utgiver, år, opplag, sider
2018. s. 39-39
Emneord [en]
Conceptions, geoscience, education
HSV kategori
Forskningsprogram
ämnesdidaktik
Identifikatorer
URN: urn:nbn:se:su:diva-164793OAI: oai:DiVA.org:su-164793DiVA, id: diva2:1280299
Konferanse
11th International Conceptual Change Conference: Epistemic Cognition and Conceptual Change, Klagenfurt, Austria, August 29 – September 1, 2018
Tilgjengelig fra: 2019-01-18 Laget: 2019-01-18 Sist oppdatert: 2019-12-12bibliografisk kontrollert

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