Water transformation and storage in the mountains and at the coast: Midwest students' disconnected conceptions of the hydrologic cycle

International Journal of Science Education

Volumn 31, Issue 11, 2009, Pages 1447-1471

  Shepardson, Daniel P ^a,b   Wee, Bryan ^a   Priddy, Michelle ^a   Schellenberger, Lauren ^a   Harbor, Jon ^c  

^a PURDUE UNIVERSITY   (United States)

^b PURDUE UNIVERSITY   (United States)

^c UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70449559328     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690802061709     Document Type: Article

References (44)

1. Alerby, E. (2000). A way of visualizing children's and young people's thoughts about the environment: a study of drawings. Environmental Education Research, 6(3), 205-222.
2. Anderson, S., & Moss, B. (1993). How wetland habitats are perceived by children: consequences for children's education and wetland conservation. International Journal of Science Education, 15(5), 473-485.
3. Bar, V. (1989). Children's views about the water cycle. Science Education, 73(4), 481-500.
4. Barraza, L. (1999). Children's drawings about the environment. Environmental Education Research, 5(1), 49-67.
5. Baxter, J. (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11(9), 502-513.
6. Bonnett, M., & Williams, J. (1998). Environmental education and primary children's attitudes towards nature and the environment. Cambridge Journal of Education, 28(2), 159-174.
7. Boyes, E., & Stanisstreet, M. (2001). School students' ideas about the 'greenhouse effect' a decade on. Canadian Journal of Environmental Education, 6, 77-101.
8. Dove, J. E., Everett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept through children's drawings. International Journal of Science Education, 21(5), 485-497.
9. Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's ideas and the learning of science. In R. Driver, E, Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 1-9). Buckingham, UK: Open University Press.
10. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, UK: Open University Press.
11. Driver, R., Squires, A., Rushworth, R., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. London: Routledge.
12. Environmental Protection Agency. (1996). The 'Why Watersheds?' report Retrieved June 5, 2004, from http://www.epa.gov/watertrain/whywatersheds.html.
13. Erickson, F. (1986). Qualitative methods in research teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
14. Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage Publications.
15. Glynn, S. M., & Duit, R. (1995). Learning science meaningfully: constructing conceptual models. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Researching reforming practice (pp 3-34). Mahwah, NJ: Lawrence Erlbaum.
16. Happs, J. C. (1985). Regression in learning outcomes: Some examples from Earth sciences. European Journal of Science Education, 7, 431-443.
17. Haury, D. L. (2000). Watersheds: A confluence of important ideas. Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education.
18. Holstein, J. A., & Gubrium, J. F. (1994). Phenomenology, ethnomethodology, and interpretive practice. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of oualitative research (pp. 262-272).
19. Thousand Oaks, CA: Sage. Kirk, J., & Miller, M. (1986). Reliability and validity in qualitative research (Qualitative Research Methods Series No. 1). London: Sage.
20. Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
21. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
22. Manduca, C., Mogk, D., &Stillings, N. (2002). Bringing research on learning to the geosciences. Report from a Workshop Sponsored by the National Science Foundation and the Johnson Foundation.
23. National Environmental Education Training Foundation. (1999a). Visual tools for watershed education: National leadership forum report. Washington, DC: NEETF.
24. National Environmental Education Training Foundation. (1999b). National report card on environmental knowledge, attitudes, behaviors: Seventh Annual Roper Survey of Adult Americans, Washington, DC: NEETF.
25. National Environmental Education Training Foundation. (2005). Environmental literacy in America. Retrieved June 5, 2004, from http://www.neetf.org/pubs/
26. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
27. Nussbaum, J. (1985). The Earth as a cosmic book. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 170-192). Buckingham, UK: Open University Press.
28. Osborne, R., & Freyberg, P. (1985). Children's science. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp. 5-14). Auckland, New Zealand: Heinemann Publishers.
29. Patton, M. Q. (2002). Qualitative research and evaluation (3rd ed.). Thousand Oaks, CA: SAGE.
30. Payne, P. (1998). Children's conceptions of nature. Australian Journal of Environmental Education, 14, 19-26.
31. Piaget, J. (1951). The child's conception of the world. Savage, MA: Littlefield Adams Quality Paperbacks.
32. Rennie, L. J., & Jarvis, T. (1995). Children's choice of drawings to communicate their ideas about technology. Research in Science Education, 25, 239-252.
33. Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207-320.
34. Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
35. Schueler, T. R., & Holland, H. K. (2000). On watershed education. In T. R. Schueler & H. K. Holland (Eds.), The practice of watershed protection (pp. 629-635). Ellicott City, MD: Center for Watershed Protection.
36. Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage.
37. Shepardson, D. P., Harbor, J., Bell, C., Meyer, J., Leuenberger, T., Klagges, H., & Burgess, W. (2003). ENVISION: Teachers as environmental scientists. Journal of Environmental Education, 34(2), 8-11.
38. Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students' mental models of the environment. Journal of Research in Science Teaching, 44(2), 327-348.
39. Simmons, D. A. (1994). Urban children's preferences for nature: Lessons for environmental education. Children's Environments, 11(3), 194-203.
40. Stahly, L., Krockover, G., & Shepardson, D. (1999). Third grade students' ideas about the lunar phases. Journal of Research in Science Teaching, 36(2), 159-177.
41. Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press.
42. Taiwo, A. A., Ray, H., Motswiri, M. J., & Masene, R. (1999). Perceptions of the water cycle among primary school children in Botswana. International Journal of Science Education, 21(4), 413-429.
43. Vosniadou, S., & Brewer, W. (1992). Mental models of the Earth. Cognitive Psychology, 24, 535-585.
44. White, R., & Gunstone, R. (1992). Probing understanding. London: The Falmer Press.