ERIC Number: ED236033
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Glaciers. Science Education Research Unit. Working Paper No. 203.
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 compares and contrasts views that children and scientists have on several aspects of glaciation in New Zealand. Individual interviews were conducted with 37 students during which they observed colored photographs of various, well-known New Zealand landforms (including scenes of the Tasman glacier and Milford Sound, a glaciated landform) and described what they saw. Questioning was then directed toward eliciting their ideas concerning processes behind the two glacier phenomena. Sample responses are presented related to such questions as: What is a glacier? Do glaciers move? What is the depth of glacial ice? What is a moraine? How did Milford Sound originate? What is the nature of the water in Milford Sound? Responses indicate that the majority of students do not realize that glaciers are bodies of ice which have a tendency to move and that they are unaware of the major erosional properties associated with glaciers. (JN)
Descriptors: Comprehension, Concept Formation, Curriculum Development, Earth Science, Elementary School Science, Elementary Secondary Education, Interviews, Learning, Science Education, Science Instruction, Secondary School Science
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
Authoring Institution: Waikato Univ., Hamilton (New Zealand).
Identifiers: Glaciers; Learning in Science Project; New Zealand; Science Education Research
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.