Elementary School Teachers’ Conceptions of the Planet Earth and Gravity. Implications for Science Education
Keywords:
Conceptions, science education, elementary school teachers, scientific conceptions.Abstract
This study examines 80 elementary school teachers’ conceptions of the Planet Earth’s shape and the reference system determined by gravity. The information was collected through a semi-structured interview. A qualitative analysis of the answers identified four conceptions: a) The planet earth has an undefined shape; b) the planet earth is spherical in shape, in the interior of which the people live; c) the earth is spherical and the people live around the spherical surface oriented in an absolute system of reference, and d) scientific conception. The teachers’ frequency distribution in diverse conceptions showed that almost half of the teachers (49%) held alternative conceptions, the rest of the teachers maintained the scientific conception. The results offered relevant information for designing teachers’ courses using a constructivist approach.Downloads
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References
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Atwood, R. K. (1995). Preservice elementary teachers´conceptions of what causes night and day. School Science and Mathematics, 95 (6), 290-294.
Atwood, R. K. y Atwood, V. A. (1997). Effects of instruction on preservice elementary teachers’ conceptions of the causes of nigtht and day and the seasons. Journal of Science Teacher Education, 8 (1), 1-13.
Baron-Cohen, S. (2003). The essential difference: The truth about the male and female brain. Nueva York: Basic Books.
Beller, M. y Gafni, N. (1996). The 1991 international assessment of educational progress in mathematics and sciences: The gender differences perspective. Journal of Educational Psychology, 88 (3), 365-377.
Camino, N. (1995). Ideas previas y cambio conceptual en astronomía. Un estudio con maestros de primaria sobre el día y la noche, las estaciones y las fases de la luna. Enseñanza de las Ciencias, 13, 81-96.
Cleary, A. (1991). Gender differences in aptitude and achievement test scores. Educational Testing Service, Sex equity in educational opportunity, achievement, and testing: Proceedings of the 1991 ETS Invitational Conference (pp. 51-90). Princeton, NJ: Educational Testing Service.
De Manuel, J. (1995). ¿Por qué hay veranos e inviernos? Representaciones de estudiantes (12-18) y de futuros maestros sobre algunos aspectos del modelo Sol-Tierra. Enseñanza de las Ciencias, 13 (2), 227-236.
Fernández, T. (2004a). Concepciones del planeta Tierra. Capacidades espaciales implicadas. Infancia y Aprendizaje, 27 (2), 189-210.
Fernández, T. (2004b). Concepciones del planeta Tierra en indígenas karajás de Brasil. Revista Latina de Pensamiento y Lenguaje, 12 (2), 161-182.
Kikas, E. (2004). Teachers' conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41 (5), 432-448.
Mali, G y Howe, A. (1979). Development of earth and gravity concepts among nepali children. Science Education, 63 (5), 685-691.
Navarrete, A. (1998). Una experiencia de aprendizaje sobre los movimientos del sistema Sol/Tierra/Luna en el contexto de la formación de maestros. Investigación en la Escuela. Revista de Investigación e Innovación escolar, 35, 5-20.
Nussbaum, J. (1979). Children's conception of the earth as a cosmic body: A cross-age study. Science Education, 63 (1), 83-93.
Nussbaum, J. y Novak, J. (1976). An assessment of children´s concepts of the earth utilizing structured interviews. Science Education, 60 (4), 535-550.
Organisation for Economic Co-operation and Development (2000). Measuring student knowledge and skills: The PISA assessment of reading, mathematical and scientific literacy. París: Autor.
Panagiotaki, G., Nobes, G. y Banerjee, R. (2006). Children’s representations of the earth: A methodological comparison. British Journal of Developmental Psychology, 24 (2), 353-372.
Parker, J. y Heywood, D. (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20 (5), 503-520.
Penner, A. (2003). International gender x item difficulty interactions in mathematics and science achievement tests. Journal of Educational Psychology, 95 (3), 650-655.
Samarapungavan, A., Vosniadou, S. y Brewer, W. (1996). Mental models of the earth, sun, and moon: Indian children´s cosmologies. Cognitive Development, 11 (4), 491-521.
Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of Elementary Science Education, 7 (2), 27-46.
Siegal, M., Butterworth, G. y Newcombe, P. (2004). Culture and children’s cosmology. Developmental Science, 7 (3), 308-324.
Smith, J., Sansone, C. y White, P. (2007). The stereotyped task engagement process: The role of interest and achievement motivation. Journal of Educational Psychology, 99 (1), 99-114.
Sneider, C. y Pulos, S. (1983). Children's cosmographies: Understanding the earth's shape and gravity. Science Education, 67, 205-221.
Trundle, K. C., Atwood, R. K. & Christopher, J. E. (2002). Preservice elementary teachers’conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39 (7), 633-658.
Trumper, R. (2003). The need for change in elementary school teacher training – A cross-college age study of future teachers’ conceptions of basic astronomy concepts. Teaching & Teacher Education, 19 (3), 309-323.
Trumper, R. (2006). Teaching future teachers basic astronomy concepts–seasonal changes–at a time of reform in science education. Journal of Research in Science Teaching, 43 (9), 879-906.
Vega, A. (2001). Tenerife tiene seguro de Sol (y de Luna): Representaciones del profesorado de primaria acerca del día y la noche. Enseñanza de las Ciencias, 19 (1), 31-44.
Vosniadou, S. y Brewer, W. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24 (4), 535-585.
Atwood, R. K. (1995). Preservice elementary teachers´conceptions of what causes night and day. School Science and Mathematics, 95 (6), 290-294.
Atwood, R. K. y Atwood, V. A. (1997). Effects of instruction on preservice elementary teachers’ conceptions of the causes of nigtht and day and the seasons. Journal of Science Teacher Education, 8 (1), 1-13.
Baron-Cohen, S. (2003). The essential difference: The truth about the male and female brain. Nueva York: Basic Books.
Beller, M. y Gafni, N. (1996). The 1991 international assessment of educational progress in mathematics and sciences: The gender differences perspective. Journal of Educational Psychology, 88 (3), 365-377.
Camino, N. (1995). Ideas previas y cambio conceptual en astronomía. Un estudio con maestros de primaria sobre el día y la noche, las estaciones y las fases de la luna. Enseñanza de las Ciencias, 13, 81-96.
Cleary, A. (1991). Gender differences in aptitude and achievement test scores. Educational Testing Service, Sex equity in educational opportunity, achievement, and testing: Proceedings of the 1991 ETS Invitational Conference (pp. 51-90). Princeton, NJ: Educational Testing Service.
De Manuel, J. (1995). ¿Por qué hay veranos e inviernos? Representaciones de estudiantes (12-18) y de futuros maestros sobre algunos aspectos del modelo Sol-Tierra. Enseñanza de las Ciencias, 13 (2), 227-236.
Fernández, T. (2004a). Concepciones del planeta Tierra. Capacidades espaciales implicadas. Infancia y Aprendizaje, 27 (2), 189-210.
Fernández, T. (2004b). Concepciones del planeta Tierra en indígenas karajás de Brasil. Revista Latina de Pensamiento y Lenguaje, 12 (2), 161-182.
Kikas, E. (2004). Teachers' conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41 (5), 432-448.
Mali, G y Howe, A. (1979). Development of earth and gravity concepts among nepali children. Science Education, 63 (5), 685-691.
Navarrete, A. (1998). Una experiencia de aprendizaje sobre los movimientos del sistema Sol/Tierra/Luna en el contexto de la formación de maestros. Investigación en la Escuela. Revista de Investigación e Innovación escolar, 35, 5-20.
Nussbaum, J. (1979). Children's conception of the earth as a cosmic body: A cross-age study. Science Education, 63 (1), 83-93.
Nussbaum, J. y Novak, J. (1976). An assessment of children´s concepts of the earth utilizing structured interviews. Science Education, 60 (4), 535-550.
Organisation for Economic Co-operation and Development (2000). Measuring student knowledge and skills: The PISA assessment of reading, mathematical and scientific literacy. París: Autor.
Panagiotaki, G., Nobes, G. y Banerjee, R. (2006). Children’s representations of the earth: A methodological comparison. British Journal of Developmental Psychology, 24 (2), 353-372.
Parker, J. y Heywood, D. (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20 (5), 503-520.
Penner, A. (2003). International gender x item difficulty interactions in mathematics and science achievement tests. Journal of Educational Psychology, 95 (3), 650-655.
Samarapungavan, A., Vosniadou, S. y Brewer, W. (1996). Mental models of the earth, sun, and moon: Indian children´s cosmologies. Cognitive Development, 11 (4), 491-521.
Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of Elementary Science Education, 7 (2), 27-46.
Siegal, M., Butterworth, G. y Newcombe, P. (2004). Culture and children’s cosmology. Developmental Science, 7 (3), 308-324.
Smith, J., Sansone, C. y White, P. (2007). The stereotyped task engagement process: The role of interest and achievement motivation. Journal of Educational Psychology, 99 (1), 99-114.
Sneider, C. y Pulos, S. (1983). Children's cosmographies: Understanding the earth's shape and gravity. Science Education, 67, 205-221.
Trundle, K. C., Atwood, R. K. & Christopher, J. E. (2002). Preservice elementary teachers’conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39 (7), 633-658.
Trumper, R. (2003). The need for change in elementary school teacher training – A cross-college age study of future teachers’ conceptions of basic astronomy concepts. Teaching & Teacher Education, 19 (3), 309-323.
Trumper, R. (2006). Teaching future teachers basic astronomy concepts–seasonal changes–at a time of reform in science education. Journal of Research in Science Teaching, 43 (9), 879-906.
Vega, A. (2001). Tenerife tiene seguro de Sol (y de Luna): Representaciones del profesorado de primaria acerca del día y la noche. Enseñanza de las Ciencias, 19 (1), 31-44.
Vosniadou, S. y Brewer, W. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24 (4), 535-585.
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Published
2008-11-01
