Processes and earthquakes - investigating Swedish students conceptions and relational thinking

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Fältnamn	Indikatorer	Metadata
000		03195naa a2200361 4500
001		oai:DiVA.org:su-184430
003		SwePub
008		200826s2019 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1844302 URI
040		a (SwePub)su
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a kon2 swepub-publicationtype
100	1	a Arrhenius, Mattias,d 1971-u Stockholms universitet,Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik4 aut0 (Swepub:su)maar4441
245	1 0	a Processes and earthquakes - investigating Swedish students conceptions and relational thinking
264	1	c 2019
338		a print2 rdacarrier
520		a The aim of this study is to investigate students´ conceptions of causes, processes and consequences of earthquakes in relation to plate boundaries. We also focus on students´ conceptions of earthquakes in relation to society, and why some societies are more affected than others. Data consist of 134 written responses on two assignments from the Swedish national test in geography with 12-13 year old students. The responses were sampled and then analysed using content and thematic analysis. Results show that the majority of students relate earthquakes to convergent boundaries rather than to divergent or transform boundaries, holding alternative conceptions on the processes involved. Furthermore, students often describe different geological events such as tsunami and volcanoes, but rarely explain where and how earthquakes occur. The results also show that many students have developed a geographical relational understanding on why consequenses of earthquakes are more severe in poor countries by addressing socioeconomic processes including weak buildings or lack of preparedness related to poor economy, whereas some students hold alternative conceptions relating earthquakes in poor countries directly to a general increase in heat, proximity to the equator, or presence of plate boundaries in only poor countries. We believe these finding will help provide insights for teachers when designing classroom instruction aiming at changing alternative conceptions and strenghtening scientific understanding.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng
653		a Content analysis
653		a Geography
653		a Misconceptions
653		a Secondary education
653		a geografi med naturgeografisk inriktning
653		a Geography, Physical Geography
700	1	a Lundholm, Ceciliau Stockholms universitet,Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik4 aut0 (Swepub:su)ceci
700	1	a Gabriel, Bladh4 aut
710	2	a Stockholms universitetb Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik4 org
773	0	t Book of Abstractsg , s. 92-92q <92-92
856	4	u https://earli.org/sites/default/files/2019-09/BOA-2019.pdfy Book of Abstracts
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-184430

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Av författaren/redakt...: Arrhenius, Matti ...; Lundholm, Cecili ...; Gabriel, Bladh

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SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Didaktik

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Av lärosätet: Stockholms universitet

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