Some primary‐school teachers’ understanding of the Earth's place in the universe

Mant, Jenny; Summers, Mike

doi:10.1080/0267152930080107

Cited by 66 publications

(60 citation statements)

References 21 publications

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“…The results showed that a considerable number of prospective primary school teachers held misunderstandings. Some of the misunderstandings detected were similar to those reported by other studies investigating primary school teachers (e.g., Lawrenz, 1986;Kruger & Summers, 1988;Kruger, 1990;Kruger, Summers & Palacio, 1990;Mant & Summers, 1993). Findings obtained from the interviews showed that students tended to use their daily life experiences to explain questions especially related to boiling.…”

Section: Conclusion and Implications For Teachingsupporting

confidence: 71%

Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

Şenocak

2009

AJTE

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Section: Conclusion and Implications For Teachingsupporting

confidence: 71%

Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

Şenocak

2009

AJTE

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“…There seems to be a cycle of misconception being passed on through the generations (Ojala 1997;Türk, Sener, and Kalkan 2015). Atwood and Atwood (1996) and Frede (2006) reported prevalent misconceptions among preservice elementary school teachers, whilst Mant and Summers (1993) found that only 4 out of 20 inservice teachers held scientifically valid mental models of the Earth's movement in space.…”

Section: Introductionmentioning

confidence: 99%

Exploring the reasons for the seasons using Google Earth, 3D models, and plots

Paor

Dordevic

Karabinos

et al. 2016

International Journal of Digital Earth

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Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth's distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth's near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students' experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students' misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather-and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view. ARTICLE HISTORY

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“…by King (2001);and Mant and Summers (1993); (g) in USA, by Atwood and Atwood (1997); Schoon (1995);and Schneps and Sadler (1987). These studies have shown that pre-service and practising teachers have inadequate background knowledge in science and lack confidence in teaching astronomy and Earth science topics such as the motion of the EarthMoon-Sun system, seasons and eclipses.…”

Section: Previous Research: the Cross-cultural Literaturementioning

confidence: 99%