Turkish Prospective Kindergarten Teachers’ Conceptions Concerning some Selected Atmospheric Events
International Journal of Elementary Education
Volume 2, Issue 5, October 2013, Pages: 32-37
Received: Nov. 15, 2013; Published: Dec. 10, 2013
Views 3278      Downloads 128
Engin Baysen, Ataturk Education Faculty, Near East University, Nicosia, North Cyprus
Fatma Baysen, Ataturk Education Faculty, Near East University, Nicosia, North Cyprus
Article Tools
Follow on us
Prospective kindergarten teachers (n=144) participated in the present study including answering a questionnaire about conceptions concerning some selected events that occur in the atmosphere: wind, cloud, rain, hail, snow, thunder and lightning. Analysis included participants explanations (including participants’ teaching), and drawings (with notes) about the concept itself and occurrence of the event represented by the concept. All the participants in the present study were found to have had at least one misconception concerning the concepts or formation of the events which are good candidates for transmitting to the next generation; they are still found to be bound by stereotype phrases and overgeneralized use of clichés; lack knowledge and may have dual views concerning selected atmospheric events. Not in all contexts but they can use their conceptions consistently. They were found to have a tendency to use analogies and models while explaining events. Participants’ answers were categorized thus: affected; contaminated by teaching/ schooling and formed by worldview features of the participants. Implications for teaching are discussed.
Prospective Teachers, Conceptions, Atmospheric Events
To cite this article
Engin Baysen, Fatma Baysen, Turkish Prospective Kindergarten Teachers’ Conceptions Concerning some Selected Atmospheric Events, International Journal of Elementary Education. Vol. 2, No. 5, 2013, pp. 32-37. doi: 10.11648/j.ijeedu.20130205.11
J.Clement. The use of analogies & anchoring intuitions to remediate misconceptionsin mechanics. Paper presented at the Annual Meeting of American Educational Research Association, Washington, DC. 1987.
K. Longden, P. Black, and J. Solomon. Children’s interpretation of dissolving. International Journal of Science Education, 13(1), 59-68, 1991.
J., P. Smith III, A. A, diSessa and J. Roschelle. Misconceptions Reconceived: A constructivist Analysis of Knowledge in Transition. Journal of the Learning Sciences, 3 (2), 115-163, 1994.
[4] F. Sahin. Teaching Science and Activity Examples in Kindergarten. Istanbul: YAPA, 1981.
D. Inbody. Children’s understanding of natural phenomena. Science Education, 47(3), 270-278, 1963.
V. Bar and I. Galili. Stages of child ren’s views about evaporation. International Journal of Science Education, 16 (2), 157-174, 1994.
O.Ben-Zvi Assaraf and N. Orion. Four case studies, six years later: developing system thinking skills in junior high school and sustaining them over time. Journal of Research in Science Teaching, 47 (10), 1253-1280, 2010.
J. Piaget. The child’s conception of physical causality (Chapter II and Chapter III). Translated by Marjoire Gabain. New Jersey: Littlefield, Adams & Co. Totowa, 1969.
G. I. Za’rour. Interpretation of natural phenomena by Lebanese school children. Science Education, 60 (2), 277-287, 1976.
R., J. Osborne and M.,M. Cosgrove. Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20 (9), 825-838, 1983.
V. Bar. Children’s views about the water cycle. Science Education, 73 (4), 481-500,1989.
M., C. Dibar Ure and D. Colinvaux. Developing adults’ views on the phenomenon of change of physical state in water. International Journal of Science Education, 11(2), 153-160, 1989.
T. Russel, W. Harlen and D. Watt. Children’s ideas about evaporation. International Journal of Science Education, 11(5), 566-576, 1989.
V. Bar and A. S. Travis. Children’s views concerning phase changes. Journal of Research in Science Teaching, 28 (4), 363-382, 1991.
T. Russel, D. Bell, K. Longden and L. Mc Guivan. Rocks, soil and weather. Primary SPACE Project Research Report. Liverpool: Liverpool University Press, 1993.
P. Johnson. Children’s understanding of changes of state involving the gas state.Part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20, 695–709, 1998.
Bar as cited in R. Driver, A. Squires, P. Rushworth and V. Wood-Robinson. Making sense of secondary science: research into children’s ideas (pp.101-102). New York: Routledge, 1999.
A.A. Taiwo, H. Ray, M.J. Motswiri, and R. Masene. Perceptions of the water cycle among primary school children in Botswana. International Journal of Science Education, 21(4), 413-429, 1999.
L. Henriques. Children’s misconceptions about weather : A review of the literature. Paper presented at The Annual Meeting of the National Association of Research in Science Teaching, New Orleans, LA., 2000.
R. Tytler, S. Peterson and V. Prain. Picturing evaporation: Learning science literacy through a particle representation. Teaching Science, 52 (1), 12-17, 2006.
E. Baysen, B.K. Temiz, F. Baysen and R. Yagbasan. Secondary School Students’ Misconceptions Concerning Some Selected Events Occuring in the Atmosphere (Vol.2, pp.1979-1992). Paper presented in XII. Institute of Educational Sciences Congress: Ankara. Gazi Institude of Educational Sciences, 2004.
B. Costu and A. Ayas. Evaporation in different liquids: secondary students’ conceptions. Research in science and Technological Education, 23 (1), 75-97, 2005.
S. Alkıs. A study on the primary school students` perceptions of precipitation concept. (Unpublished doctoral dissertation). Uludag University, Bursa, Turkey, 2006.
M. Varelas, C.C. Pappas and A. Rife. Exploring the role of intertextuality in conceptconstruction: Urban second graders make sense of evaporation, boiling and condensation. Journal of Research in Science Teaching. 43 (7), 637-666, 2006.
D. P. Shepardson, B.Wee, M. Priddy, L. Schellenberger and J. Harbor. Water transformation and storage in the mountains and at coast: Midwest students’ disconnected conceptions of the hydrologic cycle. International Journal of Science Education, 31(11), 1447-1471, 2009.
E. Engel Clough and R. Driver. A study of consistency in the use of students' conceptual frameworks across different task contexts. Science Education, 70 (4), 473-496, 1986.
D. Palmer. How consistently do students use their alternative frameworks? Research in Science Education, 23 (1), 228–235, 1993.
J. E. Dove, L.A, Everett, and P. F. W. Preece. Exploring a hydrological concept through children’s drawings. International Journal of Science Education, 21(5), 485-497, 1999.
J.W. Creswell. Research Design: Qualitative, quantitative and mixed methods approaches. 3rd edition. USA: Sage Publications Inc, 2009.
J. Hillcoat, K. Forge, J. Fien and E. Baker. I think it’s really great that someone is listening to us: young people and the environment. Environmental Education Research, 1(2), 159-171, 1995.
A.B. Champagne and L.E. Klopfer. Naive Knowledge & Science Learning. Paperpresented at the Annual Meeting of the American Association of Physics Teachers, New York, NY, 1983.
R. Tytler. A comparison of year 1 and 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Teaching, 22 (5), 447-467, 2000.
J.K. Mohapatra. Induced in incorrect generalizations leading to misconceptions- an exploratory investigations about the laws of reflection of light. Journal of Research in Science Teaching, 25 (9), 777-784, 1988.
M. Lemmer, T.N. Lemmer and J.J. A. Smith. South African students’ views of the universe. International Journal of Science Education, 25(5), 563-582, 2003.
C. M´arquez, M. Izquierdo, and M. Espinet. Multimodal science teachers’ discourse in modeling the water cycle. Science Education, 90, 202-226, 2006 .
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186