FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2624663037> ?p ?o ?g. }

• W2624663037 endingPage "458" @default.
• W2624663037 startingPage "453" @default.
• W2624663037 abstract "Do argumentation tasks promote conceptual change about volcanoes? Joshua A Hemmerich (joshh@uic.edu) Jennifer Wiley (jwiley@uic.edu) Department of Psychology The University of Illinois at Chicago 1007 W. Harrison Street (MC 285) Chicago, IL 60607, USA Abstract In the present studies, we assessed college undergraduate research participants' models of the earth’s composition and dynamics, both without and with access to a web site on plate tectonics. In previous studies, it has been found that argument writing tasks promote better understanding from web pages, with the best comprehension of texts observed when students write arguments using a two-window browser. In the present investigation, we are interested in whether or not students in this condition acquire more advanced conceptual models of the subject matter than naive students, or students in other reading/ writing conditions. In previous studies (Wiley & Voss, 1999; Wiley 2001) the task of writing an argument and the presentation of web pages in two side-by-side windows were found to lead to the most comparison, integration and explanation in student essays. This resulted in better understanding of the subject matter, as measured by inference and analogy tasks. Theoretically, presenting information in multiple sources as well as asking students to construct their own arguments both seem like conditions which may especially prompt active processing, and demand that readers try to develop their own models of the text. (Wiley & Voss, 1999, Perfetti, 1997; Kintsch, 1998). The present studies first investigated what Earth Science concepts students held, specifically pertaining to the causal nature of volcanic eruptions, without receiving any instruction at all. Second, we advanced a taxonomy of student concepts about volcanoes and plate tectonics, and we investigated whether manipulating the writing instruction (essay or argument), as well as the type of web interface (one window or two windows) the materials were presented in, had any effect on the quality of students' causal models of a phenomenon in Earth Science, the eruption of Mt. St. Helens Earth Science Concepts Students' understanding of Earth Science concepts is a historically neglected topic that has only begun to receive the necessary attention. Consequently, mental representations of the complexity of our planet and the causes of its natural phenomena is an appropriate topic for conceptual change researchers to focus on as well as an important goal for educators. By the age of 13, most children have acquired a spherical earth concept. They have developed a model of the Earth that corresponds to a planet (a huge sphere surrounded by space). Vosniadou and Brewer (1992) delineated a series of models that many children hold as they approach a mature understanding of the earth's shape. Most children will acquire a round earth concept by fifth grade. This knowledge alone is an important building block for understanding of many Earth Science concepts, however, there are still important conceptual developments in Earth models that need to occur in order for students to understand many other topics in Earth Science. For many Earth Science topics, following the adoption of a spherical Earth model, the students need to refine their understanding of the compositional properties and surface features of that model. Specifically, students need to develop models that can account for rock cycles, mountain formation, sea floor dynamics, and geological disasters such as earthquakes and volcanoes. They need to develop models that explain geological data relating to changes in the Earth’s surface. This seems to be problematic for many students as they are presented with new Earth Science information. Generally around fifth or sixth grade, the composition and dynamics of the Earth are included in an Earth Science curriculum. Ross and Shuell (1993) found that students in grades K through 6 had many misconceptions about the causes of earthquakes. Some examples of young children’s misconceptions are: that earthquakes are caused by wind or weather; that volcanoes are caused by the heat of the sun or by mountains; and that volcanoes and earthquakes can have animistic/humanistic explanations, like the earth is “upset”, and that these events somehow reflect the earth’s mood or temperament. The American Geological Institute (1991) has prescribed the understanding of how the Earth's crust is moving and the Theory of Plate Tectonics as essential questions to be answered by students in grades 9-12. However, even after their first instruction on these topics, students have many misconceptions about the causes of earthquakes and volcanoes. Marques and Thompson (1997) found that sixteen and seventeen year-old Portuguese students held numerous misconceptions about the Earth's continents, magnetic field, and tectonic plate movements. For instance, some students believed that tectonic plates rotate around a" @default.
• W2624663037 created "2017-06-23" @default.
• W2624663037 creator A5018605535 @default.
• W2624663037 creator A5028420397 @default.
• W2624663037 date "2019-04-24" @default.
• W2624663037 modified "2023-09-27" @default.
• W2624663037 title "Do argumentation tasks promote conceptual change about volcanoes?" @default.
• W2624663037 doi "https://doi.org/10.4324/9781315782379-114" @default.
• W2624663037 hasPublicationYear "2019" @default.
• W2624663037 type Work @default.
• W2624663037 sameAs 2624663037 @default.
• W2624663037 citedByCount "7" @default.
• W2624663037 countsByYear W26246630372012 @default.
• W2624663037 countsByYear W26246630372019 @default.
• W2624663037 crossrefType "book-chapter" @default.
• W2624663037 hasAuthorship W2624663037A5018605535 @default.
• W2624663037 hasAuthorship W2624663037A5028420397 @default.
• W2624663037 hasBestOaLocation W26246630372 @default.
• W2624663037 hasConcept C111472728 @default.
• W2624663037 hasConcept C120806208 @default.
• W2624663037 hasConcept C127313418 @default.
• W2624663037 hasConcept C138885662 @default.
• W2624663037 hasConcept C145420912 @default.
• W2624663037 hasConcept C15744967 @default.
• W2624663037 hasConcept C165205528 @default.
• W2624663037 hasConcept C2781329482 @default.
• W2624663037 hasConcept C41008148 @default.
• W2624663037 hasConcept C65059942 @default.
• W2624663037 hasConceptScore W2624663037C111472728 @default.
• W2624663037 hasConceptScore W2624663037C120806208 @default.
• W2624663037 hasConceptScore W2624663037C127313418 @default.
• W2624663037 hasConceptScore W2624663037C138885662 @default.
• W2624663037 hasConceptScore W2624663037C145420912 @default.
• W2624663037 hasConceptScore W2624663037C15744967 @default.
• W2624663037 hasConceptScore W2624663037C165205528 @default.
• W2624663037 hasConceptScore W2624663037C2781329482 @default.
• W2624663037 hasConceptScore W2624663037C41008148 @default.
• W2624663037 hasConceptScore W2624663037C65059942 @default.
• W2624663037 hasLocation W26246630371 @default.
• W2624663037 hasLocation W26246630372 @default.
• W2624663037 hasOpenAccess W2624663037 @default.
• W2624663037 hasPrimaryLocation W26246630371 @default.
• W2624663037 hasRelatedWork W1156262651 @default.
• W2624663037 hasRelatedWork W1828283801 @default.
• W2624663037 hasRelatedWork W1979435634 @default.
• W2624663037 hasRelatedWork W2748952813 @default.
• W2624663037 hasRelatedWork W2762650763 @default.
• W2624663037 hasRelatedWork W2899084033 @default.
• W2624663037 hasRelatedWork W2913874340 @default.
• W2624663037 hasRelatedWork W2944271646 @default.
• W2624663037 hasRelatedWork W2945817811 @default.
• W2624663037 hasRelatedWork W3213918006 @default.
• W2624663037 isParatext "false" @default.
• W2624663037 isRetracted "false" @default.
• W2624663037 magId "2624663037" @default.
• W2624663037 workType "book-chapter" @default.