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

Empirical validation of integrated learning performances for hydrologic phenomena: 3rd‐grade students' model‐driven explanation‐construction

“…To make sense of hydrologic phenomena, students should articulate mechanisms, often unseen, theoretical propositions, for observable cause-effect relationships, a perspective on explanation-construction foregrounded in the field of science education and the learning sciences (Braaten & Windschitl, 2011;Chinn et al, 2011;Russ et al, 2008;Windschitl et al, 2008), as well as in NGSS (NGSS Lead States, 2013). Findings from this study highlight the range of ideas evident in students' model-based explanations for system processes that underlie the water cycle and add to the body of research focused on students' learning about water and hydrologic phenomena (Bar, 1989;Dove et al, 1999;Henriques, 2002;Martinez et al, 2012).…”

“…Yet, past research has shown that elementary students can have difficulty using models to make sense of scientific phenomena (Abell & Roth, 1995; Acher et al, ; Lehrer & Schauble, 2012; Manz, ; Schwarz et al, ). Elementary students tend to emphasize components and sequences of phenomena in their models, often limiting them to pictures rather than representations of systems with predictive and explanatory power (Bar, ; Dove et al, ; Henriques, ; Martinez et al, ). Findings presented here reinforce this trend and position them as discipline‐specific epistemic entry points for model‐based curriculum and instruction.…”

“…As such, models act as both representations and tools , not only serving as records or artifacts of students' sense‐making, but also playing a critical role in shaping reasoning activity itself. Model‐based investigative practices can support even early learners in constructing, negotiating, and revising their ideas about natural phenomena such as water, which past research has shown are often times inconsistent with scientific explanations (e.g., Bar, ; Dove et al, ; Henriques, ; Martinez et al, ).…”

“…Early learners' understanding of the nature of water, how it cycles and changes state, and its relationship to human activities, are all necessary to help them make sense of everyday experiences and to serve as a foundation for learning about other Earth systems and water‐related global issues with scientific, social, and economic dimensions. However, past research has shown that early learners often struggle with concepts underlying hydrologic phenomena (e.g., Bar, ; Dove, Everett, & Preece, ; Henriques, ; Martinez, Bannan, & Kitsantas, ). Elementary students, therefore, need greater support for learning about the water cycle.…”

A Compilation and Review of over 500 Geoscience Misconceptions

“…The Grand Canyon was carved by people at war, fairies, or other supernatural explanation) (Martinez, Bannan, & Kitsantas, 2012) (29%) Erosion only occurs while rain is falling (Martinez et al, 2012) (24%) Accumulation rather than erosion formed all landforms (Martinez et al, 2012) (18%) Erosion as a finished process (Martinez et al, 2012) (10%) Transport and flow direction Forces others than gravity cause water to move (Martinez et al, 2012) (12%) Path of river cannot start from a plain (Martinez et al, 2012) (12%) River flow is caused by people swimming or rowing (Dove, 1998) River flow is causes by the wind (Dove, 1998) Rivers flow inland from the sea (Dove, 1998) Group or age category: pre-service teachers (n ¼ 26) ('W' indicates web source where peer review process is not clearly stated) Minerals If a crystal scratches glass it is a diamond (Schoon, 1995) (16%) Quartz is a rock (Dove, 1996) (14%) Minerals are associated with mineral, vitamins, and mineral resources (Happs, 1982) All minerals are created under pressure (Oversby, 1996) Origin Rocks form when pebbles break off from outcrops and become rounded (Kusnick, 2002) Rocks are formed by catastrophic events (Kusnick, 2002) Rocks form under short time spans (Kusnick, 2002) Glaciers form rocks (Stofflett, 1994) Stone quarried is not 'natural' and therefore not a rock (Dove, 1996) …”