Primary Students’ Conceptions about Issues in Astrobiology

Authors

  • Michael Skoumios University of the Aegean
  • Sofia Tsitini University of the Aegean

DOI:

https://doi.org/10.14738/assrj.211.1646

Keywords:

Students' conceptions, Learning science, Primary school, Astrobiology

Abstract

Although students' conceptions about the natural world have been explored the research that studies the students' conceptions of issues related to the universe and the existence of life on it is limited. The present study aims to investigate lower primary students' conceptions on issues in Astrobiology. In particular, students' conceptions about the origin of the universe, the existence of the elements used by life on Earth elsewhere in the universe, the existence of life on other planets, the existence of other objects similar to the Sun, the existence of planets not orbiting the Sun, the elements needed for life and the possibility of life in extreme temperatures, were investigated. A questionnaire which was designed to be elicited students' conceptions was used as a research data collection tool. The questionnaire was given to 214 students aged 8 years old in Greece. Data analysis enabled the identification and registration of students' conceptions. It was found that most students use conceptions on several issues of Astrobiology differ from the views of school science knowledge.

Author Biographies

Michael Skoumios, University of the Aegean

Michael Skoumios

Assistant Professor,

Department of Primary Education,

University of Aegean

Greece

Dr Michael Skoumios obtained a first degree in Physics from the National and Kapodistrian University of Athens in 1987, a second degree in Education from the University of Aegean in 1992 and his PhD in Science Education from the Hellenic Open University in 2005. His research interests include science concept learning and teaching science in primary and secondary schools. He is currently teaching Science Education (Assistant Professor) in the Department of Primary Education of the University of the Aegean (Greece).

Sofia Tsitini, University of the Aegean

Sofia Tsitini graduated from the Department of Primary Education at University of Aegean.

References

. Driver, R., Guesne, E., Tiberghien, A. Some features of children's ideas and their implications for teaching. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science. Milton Keynes, UK: Open University Press, 1985. p. 193-201.

. Duit, R. Bibliography: Students' and Teachers' Conceptions and Science Education. Leibniz Institute for Science Education, Kiel, Germany, 2009.

. Osborne, R., & Freyberg, P. Learning in science: The implications of children's science. Hong Kong: Heinemann, 1985.

. Pfundt, H. & Duit, R. Bibliography: Students’ and teachers’ conceptions and science education. Kiel, Germany: IPN., 2006

. Barke, H.D., Hazari, A., & Yitbarek, S. Misconceptions in Chemistry- Addressing Perceptions in Chemical Education. Springer, Berlin, 2009.

. Driver, R. The Pupil as Scientist. Milton Keynes, Open University Press, 1983.

. Scott, P. A Constructivist View of Teaching and Learning. Leeds, Children's Learning in Science Project, University of Leeds, 1987.

. Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. Making sense of secondary science—research into children’s ideas. London: Routledge, 1994.

. Driver, R. & Oldham, V. A constructivist approach to curriculum development in science. Studies in Science Education, 1986. 18: p. 105-122.

. Kang S., Scharmann L., & Noh. T. Reexamining the role of cognitive conflict in science learning, Research in Science Education, 2004. 34: p. 71-96.

. Chi, M.T.H., Kristensen, A. K., & Roscoe, R. Misunderstanding emergent causal mechanism in natural selection. In K. Rosengren, S. Brem, & G. Sinatra (Eds.), Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution. Oxford University Press, 2012. p. 145-173.

. Härtel, H. The electric circuit as a system: A new approach, European Journal of Science Education, 1982. 4(1): p. 45-55.

. Viennot, L. Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1979. 1: p. 205-221.

. Joung, Y. Children’s typically perceived situations of floating and sinking. International Journal of science education, 2009. 31(1): p. 101-127.

. Stavy, R. Children’s conceptions of changes in the state of matter: From liquid (or solid) to gas. Journal of Research in Science Teaching, 1990. 27: p. 247-266.

. Skoumios, M. & Hatzinikita, V. The role of cognitive conflict in science concept learning, The International Journal of Learning, 2005. 12(7): p. 185-194.

. Skoumios, M. & Hatzinikita, V. Research-based teaching about science at the upper primary school level, The International Journal of Learning, 2006. 13(5): p. 29-42.

. Skoumios, M., & Hatzinikita, V. Dealing with obstacles regarding heat and temperature. In: D. Koliopoulos, & A. Vavouraki (Eds), Science education at cross roads: meeting the challenges of the 21th century. Athens: Science Education Association, 2004. p. 107-118.

. Giordan, A. & De Vecchi. Les origines du savoir. Des conceptions des apprenants aux concepts scientifiques. Neuchâtel: Delachaux et Niestlé, 1987.

. Hansson, L., & Redfors, A. Swedish upper secondary students’ views of the origin and development of the universe. Research in Science Education, 2006. 36: p. 355–379.

. Hansson, L., & Redfors, A. Lower Secondary Students’ Views in Astrobiology. Research in Science Education, 2013. 43: p. 1957–1978.

. Offerdahl, E., Prather, E., & Slater, T. Students’ pre-instructional beliefs and reasoning strategies about astrobiology concepts. Astronomy Education Review, 2003. 1(2): p. 5–27.

. Sharp, J. Children’s astronomical beliefs: a preliminary study of Year 6 children in south-west England. International Journal of Science Education, 1996. 18(6): p. 685–712.

. Agan, L. Stellar ideas: exploring students’ understanding of stars. Astronomy Education Review, 2004. 3(1): p. 77–97.

. Bailey, J., Coble, K., Cochran, G., Larriew, D., Sanchez, R., & Cominsky, L. A multi-institutional investigation of students’ preinstructional ideas about cosmology. Astronomy Education Review, 2012. 11(1): p. 010302-1.

. Gunstone, R., Gray, R., & Searle, P. Some long-term effects of long-term uninformed conceptual change. Science Education, 1992. 76: p. 175-197.

. Kirbulut, D. M. & Beeth, M. E. Consistency of Students’ Ideas across Evaporation, Condensation, and Boiling. Research in Science Education, 2013. 43(1): p. 209-232.

. Mestre, J. & Touger, J. Cognitive research. What’s in it for physics teachers? The Physics Teacher 1989. 27(6): p. 447-456.

. Pantazopoulou, A. & Skoumios, M. The persistence of students’ conceptions about buoyancy in gases. The International Journal of Science in Society, 2013. 4 (3): p. 95- 108.

. Bell, B. Children’s science, constructivism and learning in science. Victoria: Deakin University, 1993.

. NGSS Lead States. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press, 2013.

. National Research Council. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards. Board on Science Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press, 2012.

. Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press, 2007.

Downloads

Published

2015-11-25

How to Cite

Skoumios, M., & Tsitini, S. (2015). Primary Students’ Conceptions about Issues in Astrobiology. Advances in Social Sciences Research Journal, 2(11). https://doi.org/10.14738/assrj.211.1646