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| Titel |
Addressing secondary school students' everyday ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction |
| VerfasserIn |
S. Reinfried, S. Tempelmann, U. Aeschbacher |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 16, no. 5 ; Nr. 16, no. 5 (2012-05-10), S.1365-1377 |
| Datensatznummer |
250013293
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| Publikation (Nr.) |
 copernicus.org/hess-16-1365-2012.pdf |
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| Zusammenfassung |
| "Water knowledge" has now become a socio-political and future-orientated
necessity. Everyday ideas or preconceptions of hydrology can have a
deleterious effect one people's understanding of the scientific facts and
their interrelations that are of relevance to sustainable water management.
This explorative pilot study shows that preconceived notions about the
origin of freshwater springs are common at the lower secondary school level.
The purpose of this study was two-fold: (1) to investigate the nature of
everyday ideas about freshwater springs among 81 13-yr-old Swiss students,
and (2) to develop an efficient instructional tool that promotes conceptual
reconstruction in the learners' minds. To assess students' everyday ideas we
conducted interviews, examined student work, and asked students to fill in a
questionnaire. The results indicate that half of the students have some
basic hydrological knowledge. However, several preconceived notions that can significantly
impede the understanding of hydrological concepts have been found. A common
preconception concerns the idea that solid rocks
cannot be permeable and that large underground cavities constitute a
necessary precondition for the formation of springs. While these ideas may
well be true for karst springs they inhibit the understanding of the concept
of other spring types due to their plausibility and intelligibility. We
therefore chose the concept of the hillslope spring to construct an
instructional tool that takes into account the findings of the psychology of
learning aimed at promoting deep learning, thus facilitating a lasting
conceptual reconstruction of the concept of springs. |
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