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Diakidoy, Irene-Anna; Vosniadou, Stella; Hawks, Jackson D. – European Journal of Psychology of Education, 1997
Examines perceptions concerning the shape of the earth and the causes of the day/night cycle among American Indian children. Interviews with 26 Lakota/Dakota elementary children revealed a preference for a synthetic model of the earth and animistic explanations for the day/night cycle. Includes excerpts from the interviews. (MJP)
Descriptors: American Indian Culture, American Indians, Astronomy, Cognitive Development
Peer reviewed Peer reviewed
Dove, Jane – International Journal of Science Education, 2002
Analyzes the answers provided by (n=98) 12-year-old students to questions on an end-of-the-year science examination. Points out that although students are able to explain day and night, they have difficulties explaining why the moon always presents the same face to Earth. Addresses implications for teaching and learning. (Contains 17 references.)…
Descriptors: Astronomy, Concept Formation, Earth Science, Educational Strategies
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Atwood, Ronald K.; Atwood, Virginia A. – Journal of Science Teacher Education, 1997
Details a study that tests the effectiveness of brief instruction on the causes of night and day and the seasons. Employs simple, inexpensive models. Findings are useful for science teacher educators. Contains 32 references. (DDR)
Descriptors: Concept Formation, Elementary Education, Knowledge Base for Teaching, Preservice Teachers
Vosniadou, Stella – 1989
This paper presents findings from research on knowledge acquisition in observational astronomy to demonstrate the kinds of intuitive models children form and to show how these models influence the acquisition of science knowledge. Sixty children of approximate ages 6, 9, and 12 were given a questionnaire to investigate their knowledge of the size,…
Descriptors: Astronomy, Cognitive Structures, Concept Formation, Earth Science