Using student conceptions about groundwater as resources for teaching about aquifers

Arthurs, Leilani

doi:10.1080/10899995.2018.1561111

Cited by 13 publications

(5 citation statements)

References 37 publications

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“…Interactive computer simulations are another visual tool that can capture the dynamic and complex nature of water systems and are adaptable to a range of learners. Research has shown that such tools improved the systems-thinking skills of elementary students [107], corrected misconceptions about groundwater among secondary students [73], increased groundwater knowledge among university students [73,108], and increased water knowledge of primary and secondary teachers [108]. Additionally, visual tools can tie local knowledge to actionable functional knowledge.…”

Section: Approaches To Improving Water Literacymentioning

confidence: 99%

What We Know about Water: A Water Literacy Review

McCarroll

Hamann

2020

Water

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Water literacy, or the culmination of water-related knowledge, attitudes and behaviors, is a relatively new field of study with growing importance for sustainable water management and social water equity. However, its definition and use across existing literature are varied and often inconsistent. This paper seeks to synthesize and streamline the conception of water literacy. We conducted a systematic review of literature that defines or describes in detail either “water literacy” or “watershed literacy”. From this, we suggest a new holistic framework for water literacy to guide a more inclusive, relevant use of the concept. We utilized the framework to examine existing surveys and studies of water knowledge, attitudes and behaviors in both student and adult populations, and summarized water literacy levels and knowledge gaps that exist around the world. To address knowledge gaps, we suggest using a suite of approaches drawn from the published literature, including enhanced visuals, place-based learning, interdisciplinary curricula, and reflective and iterative development of future water literacy initiatives.

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Section: Approaches To Improving Water Literacymentioning

confidence: 99%

What We Know about Water: A Water Literacy Review

McCarroll

Hamann

2020

Water

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“…In addition to supporting analogical alignment, engaging students in cycles of observation and prediction is a way to structure their interactions with model systems (Liew & Treagust, 1995;Monaghan & Clement, 2000;R. White & Gunstone, 1992), including physical models (Warfa et al, 2014), augmented reality models, computational models, and models represented through simulations, demonstrations (Arthurs, 2019), and classroom experiments (Coştu et al, 2010). Reasoning with models also builds students' conceptions of the authentic process of science (Dolphin et al, 2018).…”

Section: Relationships and Strategies Within The Ecosystemmentioning

confidence: 99%

The Curious Construct of Active Learning

Lombardi

Shipley

Team³

2021

Psychol Sci Public Interest

205

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The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

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“…However, most of the research available in the literature has been done with students in kindergarten to high school settings (Amponsah & Ochonogor, 2018;Ekon & Edem, 2018;Gates, 2010;McLure et. al., 2020;Santyasa et al, 2018) or on students enrolled in science-major programs at the university (Arthurs, 2019;Arthurs et. al., 2021).…”

Section: Figure 2 Boxplot Showing the Means Of The Conceptual Change ...mentioning

confidence: 99%

Addressing Pre-Service Teachers’ Misconceptions and Promoting Conceptual Understanding Through the Conceptual Change Model

Addido

Burrows

Slater

2022

PEC

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Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers’ conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. Keywords: conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education

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Using student conceptions about groundwater as resources for teaching about aquifers

Cited by 13 publications

References 37 publications

What We Know about Water: A Water Literacy Review

What We Know about Water: A Water Literacy Review

The Curious Construct of Active Learning

Addressing Pre-Service Teachers’ Misconceptions and Promoting Conceptual Understanding Through the Conceptual Change Model

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