Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17

International Journal of Phytoremediation

Volumn 15, Issue 2, 1997, Pages 195-222

  Marques, Luís ^a   Thompson, David ^b  

^a UNIVERSITY OF AVEIRO   (Portugal)

^b KEELE UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0008661399     PISSN: 15226514     EISSN: 15497879     Source Type: Journal    
DOI: 10.1080/0263514970150206     Document Type: Article

References (85)

1. Abell, S.K., 1994. What is science?: preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 16: 475–487.
2. Ault, C.R.J., 1982. Time in geological explanation as perceived by elementary-school students. Journal of Geological Education, 30: 304–309.
3. Baker, D.R., 1991. A summary of research in science education--1989. Science Education, 75: 323–330.
4. Bar, V., and Goldmuntz, D., 1987. Why Things Fall, Jerusalem: Hebrew University Press.
5. Bingle, W.H., and Gaskell, P.J., 1994. Scientific literacy for decisionmaking and the social construction of scientific knowledge. Science Education, 78: 185–201.
6. Cachapuz, A.F.C., 1984. Word meaning and chemistry learning: an investigation of the use of word association tests in chemistry lessons, University of East Anglia. PhD thesis
7. Carpenter, J.R., Models for effective instruction of earth science teachers, Abstract. The First International Conference on Geoscience Education and Training. University of Southampton.
8. Cosgrove, M., 1984. Observing teaching, unpublished transcript of lessons and interviews, 2-12 April 1984, Hamilton, New Zealand: Science Education Research Unit, University of Waikato.
9. Cox, A., and Hart, B., 1986. Plate Tectonics. How it works, Oxford: Blackwell Scientific.
10. Creer, K.M., 1965. “ Paleomagnetic data from the Gonduranic continents ”. In A Symposium on Continental Drift, Royal Society of London Philosophical Transactions, Series A Edited by: Blackett, P. M.S., Bullard, E., and Runcorn, S. K., Vol. 258, 27–40.
11. Dana, J.D., 1873. On some results of the earth's contraction from cooling; Part V, Formation of the continental plateaus and oceanic depressions. American Journal of Science, 6: 161–172. 3rd series
12. Dana, T.M., 1990. The history and philosophy of science: what does it mean for science classroom?. Australian Science Teachers Journal, 36: 21–26.
13. Driver, R., Promoting conceptual change in classroom settings: the experience of children's learning in science project. Proceedings of the Second International Seminar: Educational Strategies in Science and Mathematics. Ithaca, NY. Vol. II, pp. 96–107. Cornell University.
14. Driver, R., and Easley, J., 1978. Pupils and paradigms: a review of literature related to concept and development in adolescent science students. Studies in Science Education, 10: 37–60.
15. Driver, R., and Oldham, V., 1986. A constructivist approach to curriculum development in science. Studies in Science Education, 13: 105–122.
16. Du Toit, A.L., 1937. Our Wandering Continents, Edinburgh: Oliver & Boyd.
17. Ebenezer, J.V., and Zoller, U., 1993. Grade 10 students’ perceptions of and attitudes toward science teaching and school science. Journal of Research in Science Teaching, 30: 175–186.
18. Eckstein, S.G., and Shemsh, M., 1993. Stage theory of the development of alternative conceptions. Journal of Research in Science Teaching, 30: 45–64.
19. Engelhardt, W. Von, and Zimmerman, J., 1988. Theory of the Earth Science, Edited by: Leonor Fischer. Cambridge: Cambridge University Press.
20. Erickson, G.L., 1979. Children's conceptions of heat and temperature. Science Education, 63: 221–230.
21. Erickson, G.L., Students’ beliefs about science concepts: a missing ingredient in the instructional process. paper presented at the symposium, Early Adolescent: a critical stage for science, American Association for the Advancement of Science Meeting. Toronto, Ontario.
22. Figueiroa, S., and Lopes, M.M., Relations between geosciences, its teaching, its history and its public, Abstract. The First International Conference on Geoscience Education and Training. University of Southampton.
23. Giere, R.N., 1988. Explaining Science, A Cognitive Approach, Chicago, IL: University of Chicago Press.
24. Gilbert, J.K., and Watts, D.M., 1983. Concepts, misconceptions and alternative conceptions; changing perspectives in science education. Studies in Science Education, 10: 61–98.
25. Gilbert, J.K., Osborne, R.J., and Fensham, P.J., 1982. Children's science and its consequences for teaching. Science Education, 10: 61–98.
26. Gil Perez, D., 1991. Qué hemos de saber y saber hacer los professores de Ciencias?. Enseñanza de las Ciencias, 9: 69–77.
27. Glen, W., 1982. The Road to Jaramillo, Stanford, CA: Stanford University Press.
28. Greene, M.T., 1982. Geology in the Nineteenth Century, Ithaca, NY: Cornell University Press.
29. Hallam, A., 1973. A Revolution in Earth Sciences. From continental drift to plate tectonics, Oxford: Clarendon Press.
30. Hallam, A., 1992. Great Geological Controversies, 2nd edn, Oxford: Oxford University Press.
31. Happs, J.C., 1982. Some aspects of students’ understanding of the two New Zealand landforms. New Zealand Science Teaching, 32: 431–443.
32. Happs, J.C., 1984. Soil genesis and development: views held by New Zealand students. Journal of Geography, 83: 177–180.
33. Happs, J.C., 1985. Regression on learning outcomes: some examples from the earth sciences. European Journal of Science Education, 7: 431–443.
34. Hardy, T., and Kirkwood, V., 1994. Towards creating effective learning environments for science teachers: the role of a science educator in the tertiary setting. International Journal of Science Education, 16: 231–251.
35. Hewson, M.G.A.B., 1986. The acquisition of scientific knowledge: analysis and representations of students’ conceptions concerning density. Science Education, 70: 159–170.
36. Hodson, D., 1985. Philosophy of science, science and science education. Studies in Science Education, 12: 25–57.
37. Holmes, A., 1944. Principles of Physical Geology, 1st edn, London: Nelson.
38. Holmes, A., 1965. Principles of Physical Geology, 2nd edn, London: Nelson.
39. Holmes, D., 1978. Principles of Physical Geology, 3rd edn, London: Nelson.
40. Isaaks, B., Oliver, J., and Sykes, L.R., 1968. Seismology and the new global tectonics. Journal of Geophysical Research, 73: 5855–5899.
41. Jeffreys, H., 1924. The Earth, 1st edn, Cambridge: Cambridge University Press.
42. Jeffreys, H., 1952. The Earth, 3rd edn, Cambridge: Cambridge University Press.
43. Jeffreys, H., 1976. The Earth, 6th edn, Cambridge: Cambridge University Press.
44. Jegeder, O.J., 1989. Integrated science students’ assessment of the teachers for characteristics of effective science teaching. Research in Science & Technological Education, 7: 235–247.
45. Jenkins, E.W., 1994. HPS and school science education: remediation of reconstruction?. International Journal of Science Education, 16: 613–623.
46. Kearey, P., and Vine, F.J., 1990. Global Tectonics, Oxford: Blackwell Scientific Publications.
47. Kempa, R.F., Students’ learning difficulties in science--introduction and overview. Learning Difficulties in Chemistry. Proceedings of a Bi-National UK-Israel Seminar. pp. 11–32. The Weizmann Institute of Science, Department of Science Teaching.
48. Kempa, R.F., and Diaz, M.M., 1990a. Students’ motivational traits and preferences for different instructional strategies in science, Part 1. International Journal of Science Education, 12: 194–203.
49. Kempa, R.F., and Diaz, M.M., 1990b. Students’ motivational traits and preferences for different instructional strategies in science, Part 2. International Journal of Science Education, 12: 205–206.
50. Le Grand, H.E., 1988. Drifting Continents and Continental Drift, Cambridge: Cambridge University Press.
51. Licht, P., A strategy to deal with conceptual and reasoning problems on introductory electricity education. Proceedings of the Second International Seminar and Educational Strategies in Science and Mathematics. Ithaca, NY. Vol. II, pp. 403–416. Cornell University.
52. Linder, C., and Erickson, G., 1989. A study of tertiary physics students’ conceptualisation of sound. International Journal of Science Education, 11: 491–501.
53. Marques, L., 1994. From misconceptions to modified teaching-learning strategies in earth sciences in Portuguese secondary education, University of Keele. PhD thesis
54. Martins, I.P., 1988. A energia nas reacções quimicas: modelos interpretativos usados por alunos do ensino secundário, Universidade de Aveiro. unpublished PhD thesis
55. Mayer, V., 1996. “ The future of geoscience in pre-college curriculum ”. In Geoscience Education and Training in Schools and Universities, for Industry and Public Awareness, Edited by: Stow, D. A.V., and McCall, G. J. H., 183–199. Rotterdam: Balkema.
56. Millar, R., 1989. Constructive criticisms. International Journal of Science Education, 11: 587–596.
57. Mitchell, A.H.G., and Garson, M.S., 1978. Mineralization at plate boundaries. Minerals Science Engineering, 8: 129–169.
58. Muir-Wood, A.R., 1985. The Dark Side of the Earth, London: Allen & Unwin.
59. Muthukrishna, N., Carniac, D., Grossen, B., and Miller, S., 1993. Children's alternative frameworks: should they be directly addressed in science instruction. Journal of Research in Science Teaching, 30: 223–248.
60. Novak, J.D., 1990. Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, 18: 31–52.
61. Oldroyd, D.R., 1996. Thinking about the Earth. A History of Ideas in Geology, London: Athlone Press.
62. Orion, N., A workshop--the fulfilment of the educational potential of the earth sciences, Abstract. The First International Conference on Geoscience Education and Training. University of Southampton.
63. Orion, N., 1996. “ An holistic approach to introducing geoscience into schools: the Israeli model--from practice to theory ”. In Geoscience Education and Training in Schools and Universities, for Industry and Public Awareness, Edited by: Stow, D. A. V., and McCall, G. I. H., 17–34. Rotterdam: A. A. Balkema.
64. Osborne, R.J., and Wittrock, M.C., 1985. The generative learning model and its implications for science teaching. Studies in Science Education, 12: 59–87.
65. Praia, J., 1995. Formação de Professores no Ensino da Geologia: Contributos para uma Didactica Fundamentada na Epistemologia das Ciências. O Caso da Deriva Continental, Universidade de Aveiro. unpublished PhD thesis
66. Ross, K.E.K., and Shuell, T.J., 1993. Children's beliefs about earthquakes. Science Education, 77: 191–205.
67. Runcorn, S.K., 1962. “ Paleomagnetic evidence for continental drift and its geophysical cause ”. In Continental Drift, Edited by: Runcorn, S. K., 1–40. New York: Academic Press.
68. Russell, T., Bell, D., Longden, K., and McGuigan, L., 1993. Rock, Soil and Weather, Liverpool: Liverpool University Press. Science Processes and Concept Exploration (SPACE) Project
69. Santos, M.E., 1991. Mudança Conceptual na Sala de Aula. Um Desqfio Pedagógico, Lisbon: Livros Horizonte.
70. Saxena, A.B., 1992. An attempt to remove misconceptions related to electricity. International Journal of Science Education, 14: 157–162.
71. Schoon, K.I., 1992. Students’ alternative conceptions of earth and space. Journal of Geological Education, 40: 209–214.
72. Sieben, G., Introducing concept mapping in the day to day science curriculum. Proceedings of the Second International Seminar on Educational Strategies in Science and Mathematics. Ithaca, NY. Vol. II, pp. 436–446. Cornell University.
73. Solomon, J., Black, P., Oldman, V., and Stuart, H., 1985. The pupils’ views of electricity. International Journal of Science Education, 7: 281–294.
74. Spector, B.S., 1984. Qualitative research: data analysis framework generating grounded theory applicable to the crisis in science education. Journal of Research in Science Teaching, 21: 459–467.
75. Stavy, R., 1990. Children's conceptions of changes in the state of matter: from liquid (or solid) to gas. Journal of Research in Science Teaching, 27: 247–266.
76. Stewart, J., 1980. Techniques of assessing and representing information in cognitive structure. Science Education, 64: 233–235.
77. Tamir, P., 1990. Justifying the selection of answers in multiple choice items. International Journal of Science Education, 12: 563–573.
78. Taylor, F.B., 1910. The bearing of the Tertiary mountains-belt on the origin of the Earth's plan. Bulletin of the Geological Society of America, 21: 179–226.
79. Tennyson, R.D., and Cockiarella, M.J., 1986. An empirically based instructed design theory for teaching concepts. Review of Educational Research, 56: 44–71.
80. Tennyson, R.D., and Rosch, M., 1988. Linking cognitive learning theory to instructional prescriptions. Instructional Science, 17: 369–385.
81. Thompson, D.B., 1993. Geoscience education in schools worldwide--a summary report on the presentations at the International Geoscience Education Conference Southampton 1993. Teaching Earth Sciences, 18: 123–129.
82. Villani, A., 1992. Conceptual change in science and science education. Science Education, 76: 223–237.
83. Wegener, A., 1924. The Origin of Continents and Oceans first English edition translated from the (1922) German edition, 3rd, London: Methuen.
84. Wilson, J.T., 1965. A new class of faults and their bearing on continental drift. Mature, 207: 343–347.
85. Wyllie, P., 1976. The Way the Earth Works: an introduction to the new global geology and its revolutionary development, New York: John Wiley & Sons.