Does Students' Source of Knowledge Affect Their Understanding of Volcanic Systems?

Autor/inn/en	Parham, Thomas L.; Cervato, Cinzia; Gallus, William; Larsen, Michael; Hobbs, Jon; Greenbowe, Thomas
Titel	Does Students' Source of Knowledge Affect Their Understanding of Volcanic Systems?
Quelle	In: Journal of College Science Teaching, 41 (2011) 1, S.100-105 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Student Attitudes; Science Interests; Physical Geography; Films; Popular Culture; Undergraduate Students; Surveys; Mass Media Use; College Faculty; Science Instruction; Scientific Concepts; Prior Learning; Measures (Individuals); Gender Differences; Feedback (Response); Teaching Methods; Iowa; United States + Suchen Sie Ihr Suchwort? Schülerverhalten; Physische Geografie; Film; Popkultur; Survey; Umfrage; Befragung; Mediennutzung; Fakultät; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorkenntnisse; Messdaten; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	A recent survey of undergraduates at five schools across the United States indicates that many undergraduates feel that they have learned more about volcanic systems from Hollywood films and the popular media than they learned in the course of their precollegiate formal education. Scores on the Volcanic Concept Survey, an instrument designed to measure conceptual understanding of volcanic processes and hazards, shows that students who learned about volcanoes from nontraditional sources, such as films and popular media, scored significantly lower than their peers who learned from more traditional sources, such as in formal classroom settings or via personal experience. This "source of knowledge" effect has a highly significant relationship with student understanding of volcanic systems--on par with the effects of gender, lived geography, and self-reported general science interest, among others. (Contains 4 tables.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10