Cultural Differences and Students' Spontaneous Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel

Autor/inn/en	Ben-Zvi Assaraf, Orit; Eshach, Haim; Orion, Nir; Alamour, Yousif
Titel	Cultural Differences and Students' Spontaneous Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel
Quelle	In: Cultural Studies of Science Education, 7 (2012) 2, S.451-477 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9391-5
Schlagwörter	Water; Jews; Student Attitudes; Cultural Differences; Foreign Countries; Grade 4; Minority Groups; Elementary School Students; Interviews; Indigenous Populations; Schemata (Cognition); Scientific Concepts; Religious Factors; Concept Formation; Israel + Suchen Sie Ihr Suchwort? Wasser; Jew; Jude; Jüdin; Juden; Schülerverhalten; Kultureller Unterschied; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Ethnische Minderheit; Interviewing; Interviewtechnik; Sinti und Roma; Cognition; Schema; Kognition; Concept learning; Begriffsbildung
Abstract	The present research aims at pinpointing differences in spontaneous and non-spontaneous mental models of water cycle conceptions of two 4th grade student groups: the Jewish residents of a small provincial town and a group of students from an indigenous Bedouin community. Students' conceptions were elicited using the Repertory Grid technique as well by being asked to draw "what happens to water in nature?" In later interviews, in addition to answering specially designed open-ended interview questions, the students were also requested to elaborate on their drawings and responses to the Repertory Grid technique. The Bedouin students were found to have richer mental models of water cycle phenomena; their models included more components of the water cycle and were more authentic and connected to other natural phenomena. On the other hand, Bedouin students also employed theological explanations to make sense of water cycle phenomena. These findings, as well as methodological issues relating to spontaneous and non-spontaneous models elicitation are discussed and implications for instruction are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10