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Student´s conceptions of causes and processes forming eskers and erratics
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
2018 (English)In: Programme and Book of Abstracts, 2018, p. 39-39Conference paper, Oral presentation with published abstract (Refereed)
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.

Place, publisher, year, edition, pages
2018. p. 39-39
Keywords [en]
Conceptions, geoscience, education
National Category
Didactics
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-164793OAI: oai:DiVA.org:su-164793DiVA, id: diva2:1280299
Conference
11th International Conceptual Change Conference: Epistemic Cognition and Conceptual Change, Klagenfurt, Austria, August 29 – September 1, 2018
Available from: 2019-01-18 Created: 2019-01-18 Last updated: 2019-08-26Bibliographically approved

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Arrhenius, MattiasLundholm, Cecilia
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf