The influence of a collaborative learning environment on primary students' conceptions about acid rain

Marinopoulos, Dimitrios; Stavridou, Heleni

doi:10.1080/00219266.2002.9655841

Cited by 25 publications

(18 citation statements)

References 20 publications

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“…It was found, upon analyses of keywords "food chain" and "acid rain" that students were not able to figure out the theoretical structure in their minds when the responses were given for these words. It was seen that studies of Marinopoulos andStavridou (2002), Özkan et. al.…”

Section: Resultsmentioning

confidence: 96%

“…According to Marinopoulos, and Stavridou (2002), some of students aged 11-12 years are unaware that wastes that pollute the air cause both chemical and physical changes in the atmosphere. Further, they cannot comprehend: how acid rain is formed, how it harms the environment and humans both, and how it can have an effect not only in the polluted area but also in farther lands.…”

Section: Cognitive Structure Research In the Literature About Ecologimentioning

confidence: 99%

“…They believed that acid rain is formed only because of volcanoes and it burns and poisons the things it touches. In their studies, Marinopoulos and Stavridou (2002) put forward that students could not comprehend that acid rain is formed because of contaminators that can be both physical and chemical, and effective above the polluted areas. These misconceptions show that students confuse environmental problems with one another.…”

Section: Global Warmingmentioning

confidence: 99%

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Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Yücel¹,

Özkan²

2015

Educ. Res. Rev.

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In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science curriculum were determined. And then these concepts; "Environment", "species", "habitat", "population", "ecosystem", "food chain", "substance cycle", "biological diversity", "environmental pollution", "global warming", "acid rain" and "greenhouse effect" were determined as keywords. Also, students were asked to construct a related example sentence for each keyword. Analysis of data was done in four steps: Determination of the responses given for the keywords, calculation of the Relatedness Coefficient between the keywords, formation of concept web that put forward the relation for the given responses to keywords, and analysis of constructed sentences for each keyword. In conclusion, this study put forward that most of the students had weak cognitive structure about ecological concepts. The close relations among these concepts with each other could not be built in students' cognitive structure. Most of the students' responses were superficial knowledge acquired in daily life and contained many misconceptions. Although students were aware of environmental problems, they were deficient in scientific information about reasons and effects of these problems. This case shows that we are not sufficient in environmental education and training.

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Section: Resultsmentioning

confidence: 96%

Section: Cognitive Structure Research In the Literature About Ecologimentioning

confidence: 99%

Section: Global Warmingmentioning

confidence: 99%

See 1 more Smart Citation

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Yücel¹,

Özkan²

2015

Educ. Res. Rev.

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“…Among these methods, one of the most used methods in recent years is the cooperative learning model (Stamovlasis et al, 2006). In the studies conducted on the students from all grades and different departments including preschool education, it was determined that cooperative learning methods are more effective on the student success compared to the traditional methods (Johnson & Johnson, 1998;Yıldız, 1998;Marinopoulos & Stavridou, 2002;Law, 2014;Chan, 2014;Akçay, 2014;Alp, 2015). As a result of the study, Askew and Wiliam (1998) emphasized that the positive effects of cooperative learning are independent from the age, skill levels of the students and the school types (state school, private school, etc.…”

Section: Cooperative Learning In Preschoolmentioning

confidence: 99%

Implementation of Cooperative Learning Model in Preschool

Akçay¹

2016

JEL

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In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.

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“…They regard air pollution as exclusively man-made (Ali, 1991;Boyes and Stanisstreet, 1994;Brody, 1991;Brody, 1994;Dove, 1996;Thornber et al, 1999), adopt a restricted and local view of the issue, being unable to appreciate its global dimension (Brody, 1994), and perceive air pollutants as inert, i.e. not participating in physical or chemical processes in the atmosphere (Marinopoulos and Stavridou, 2002). • Air pollution is considered to cause plant and animal diseases and/or death, as well as respiratory problems to humans (Ali, 1991;Batterham et al, 1996;Brody, 1994;Thornber et al, 1999).…”

Section: Air Pollution In the Framework Of Science And Environmental mentioning

confidence: 99%

Causes and Consequences of Air Pollution and Environmental Injustice as Critical Issues for Science and Environmental Education

Dimitriou¹,

Christidou²

2011

The Impact of Air Pollution on Health, Economy, Environment and Agricultural Sources

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The influence of a collaborative learning environment on primary students' conceptions about acid rain

Cited by 25 publications

References 20 publications

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Implementation of Cooperative Learning Model in Preschool

Causes and Consequences of Air Pollution and Environmental Injustice as Critical Issues for Science and Environmental Education

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