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ERIC Number: EJ1101788
Record Type: Journal
Publication Date: 2007-Nov
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1305-8223
How Do We Help Students Build Beliefs That Allow Them to Avoid Critical Learning Barriers and Develop a Deep Understanding of Geology?
Dal, Burçkin
EURASIA Journal of Mathematics, Science & Technology Education, v3 n4 p251-269 Nov 2007
Students hold a surprising number of ideas about the Earth's structure and process. This paper begins with a discussion on the nature of understanding in the conceptually confined domain of geosciences. There then follows a report on a study of the ideas about a range of concepts relating to "crystals", "volcanoes", "rocks", and the "Earth", held by eighth-grade students (13-14 years) in one middle school. Such patterns, described here as "alternative frameworks", can be used to inform our understanding of students' learning in earth science. If these alternative frameworks are not taken into consideration, they can represent "critical barriers" to learning in this domain in addition to other barriers identified in this research. The aim of this paper is to relate the students' alternative frameworks, the "critical barriers" that have been spotted and the possibilities of overcoming them. Several different recruitment strategies were used to collect data in order to get to know the students' alternative frameworks. The methodology of this study is based on two researches: a test of the Q-Sort and a paper-pencil test. Based on the results, some suggestions to help teachers and students avoid critical barriers that may be difficult to overcome later in their geological education are presented.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A