This study is to identify the misconceptions students have on volcanoes, earthquakes, generation of magma and rocks and plate tectonics in the unit of earth disturbances of high school textbooks, and to present the direction to correct their concepts. For the purpose, this study uses a questionnaire...
This study is to identify the misconceptions students have on volcanoes, earthquakes, generation of magma and rocks and plate tectonics in the unit of earth disturbances of high school textbooks, and to present the direction to correct their concepts. For the purpose, this study uses a questionnaire consisting of various questions and asks the subjects to write short essays and draw descriptive pictures. And to identify their concepts in detail, we interview 140 high school students in Grade 1. The results show that they have many misconceptions. Main misconceptions are presented as follows: in respect to the definition of volcanoes, 28% of the subjects had misconceptions that volcanoes explode by heat generated by collision of the plates; 17% answered that they are the place where magma comes out by earthquakes; in respect to the definition of earthquakes, 19% considered that as a dislocation; on the question asking whether there is always a volcano where there is an earthquake, 18% answered that earthquake zone is consistent with volcanic zone, 12% answered that volcanic activity occurs when an earthquake occurs and 9% answered that it occurs by eruption of magma due to friction of crusts. For the definition of magma, 71% of the students misunderstood magma as lava or has an mis concept that it is generated when it is melted by frictional heat. In respect to the generative place of magma at subduction zone, 93% answered that it is generated by frictional heat in Japan and Andes Mountains. For the definition of outer core, 41% answered that the outer core consists of solid, gas, and water, and only fluid. For the generation of rocks, 60% had fragmental and partial idea that igneous rock is consistent with volcanic rock. And for the concept of plates, 71% thought part of the plates as plates and for the definitions of oceanic ridge, 9% thought it he place where continents are generated and 8% misunderstood it as a converging boundary. For the definition of rift valley, 66% considered it divergence of continental plates, converging boundary, and the place where neither is the case. For the definitions of collision boundary and subduction boundary at converging boundary, 63% mistook them as subduction at collision boundary and the place where plates are generated. For the definitions of the knoll and the Benioff zone, 53% thought them as the seismic center due to knoll and as a boundary where two plates collide. For the generation of Java Trench, 86% misunderstood the slope direction. The reasons of the misconceptions lie in their immature cognitive structure, intuitive thoughts, inappropriateness of figures and data presented in textbooks, experiences and other reasons, and it is suggested that the results of this study will contribute to improvement of their misconceptions.
This study is to identify the misconceptions students have on volcanoes, earthquakes, generation of magma and rocks and plate tectonics in the unit of earth disturbances of high school textbooks, and to present the direction to correct their concepts. For the purpose, this study uses a questionnaire consisting of various questions and asks the subjects to write short essays and draw descriptive pictures. And to identify their concepts in detail, we interview 140 high school students in Grade 1. The results show that they have many misconceptions. Main misconceptions are presented as follows: in respect to the definition of volcanoes, 28% of the subjects had misconceptions that volcanoes explode by heat generated by collision of the plates; 17% answered that they are the place where magma comes out by earthquakes; in respect to the definition of earthquakes, 19% considered that as a dislocation; on the question asking whether there is always a volcano where there is an earthquake, 18% answered that earthquake zone is consistent with volcanic zone, 12% answered that volcanic activity occurs when an earthquake occurs and 9% answered that it occurs by eruption of magma due to friction of crusts. For the definition of magma, 71% of the students misunderstood magma as lava or has an mis concept that it is generated when it is melted by frictional heat. In respect to the generative place of magma at subduction zone, 93% answered that it is generated by frictional heat in Japan and Andes Mountains. For the definition of outer core, 41% answered that the outer core consists of solid, gas, and water, and only fluid. For the generation of rocks, 60% had fragmental and partial idea that igneous rock is consistent with volcanic rock. And for the concept of plates, 71% thought part of the plates as plates and for the definitions of oceanic ridge, 9% thought it he place where continents are generated and 8% misunderstood it as a converging boundary. For the definition of rift valley, 66% considered it divergence of continental plates, converging boundary, and the place where neither is the case. For the definitions of collision boundary and subduction boundary at converging boundary, 63% mistook them as subduction at collision boundary and the place where plates are generated. For the definitions of the knoll and the Benioff zone, 53% thought them as the seismic center due to knoll and as a boundary where two plates collide. For the generation of Java Trench, 86% misunderstood the slope direction. The reasons of the misconceptions lie in their immature cognitive structure, intuitive thoughts, inappropriateness of figures and data presented in textbooks, experiences and other reasons, and it is suggested that the results of this study will contribute to improvement of their misconceptions.
Keyword
#변동단원 고등학생 오개념
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