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ERIC Number: ED236031
Record Type: RIE
Publication Date: 1981-Oct
Pages: 38
Abstractor: N/A
Reference Count: 0
Soils. Science Education Research Unit. Working Paper 201.
Happs, John C.
The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation looks at the topic of soil, one of the basic resources of New Zealand economy. Areas examined include the nature, sources, age, and depth of soils, and changes which soils undergo. Data were collected from individual interviews (N=40) and from a questionnaire administered to 221 students. Findings (including interview transcripts) indicate a conflict between the views of soil seen through the eyes of children and adolescents when contrasted with views of soil scientists. Although there was general agreement in interviews/survey on the question of soil depth, several differences of a virtually bi-polar nature were noted for other areas (soils formed via environmental factors versus soils always there or dynamic versus static soils). These results indicate that the more important ideas concerning soils should involve a focus on the nature/origin of the age of soils, and the idea that soils are changing with time. (Supporting documentation, including survey instrument is provided in appendices.) (JN)
University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Waikato Univ., Hamilton (New Zealand).
Identifiers: Learning in Science Project; New Zealand; Science Education Research; Soil
Note: For related documents, see ED 226 976, ED 229 442, ED 230 594, ED 235 011-030, SE 043 285-302, and SE 043 305-315. Document contains some marginal legibility.