Bilingual Students' Ideas and Conceptual Change about Slow Geomorphological Changes Caused by Water

Autor/inn/en	Martínez, Patricia; Bannan, Brenda; Kitsantas, Anastasia
Titel	Bilingual Students' Ideas and Conceptual Change about Slow Geomorphological Changes Caused by Water
Quelle	In: Journal of Geoscience Education, 60 (2012) 1, S.54-66 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	Elementary School Science; Earth Science; Water; Bilingual Students; Scientific Concepts; Concept Formation; Misconceptions; Grade 4; English Language Learners; Immersion Programs; Spanish Speaking; Geology; Science Instruction; Reading Skills; Freehand Drawing + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Wasser; Concept learning; Begriffsbildung; Missverständnis; School year 04; 4. Schuljahr; Schuljahr 04; Immersionsprogramm; Historische Geologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reading skill; Lesefertigkeit; Drawing; Zeichnen
Abstract	This paper presents the results of an experiment investigating the development of elementary-school dual-language learners' conceptual knowledge about processes of erosion, deposition, and transportation caused by water movement. To elicit students' ideas, researchers asked students to answer four open-ended questions using written answers and/or drawings. Students' responses were analyzed, and misconceptions were organized in a systemic network. A semi-quantitative analysis was conducted to investigate changes in students' number of misconceptions as a result of a science and reading instructional sequence. Forty-nine fourth-grade students participated in this investigation. Eleven misconceptions were identified in relation to erosion processes. The science and reading intervention, which focused on the use of cognitive strategies, was effective at reducing the number of misconceptions students held. Changes in the number of misconceptions were significant for four misconceptions explaining slow geomorphological changes based on (1) unnatural explanations, such as magical or man-made explanations; (2) accumulation rather than erosion; (3) forces other than gravity cause water to move; and (4) nonlandform interpretation of terms. Particular aspects of the intervention that could explain these changes are discussed. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01