Identifying and addressing students' alternative conceptions of the causes of global warming: The need for cognitive conflict

被引：1
|
作者：
Meadows G. [1 ]
Wiesenmayer R.L. [2 ]
机构：
[1] Mary Washington College, Fredericksburg, VA 22401-5358
[2] West Virginia University, 609 Allen Hall, Morgantown
来源：
Journal of Science Education and Technology | 1999年 / 8卷 / 3期
关键词：
Climatic change; Global warming; Misconceptions; Ozone layer;
D O I：
10.1023/A:1009412414470
中图分类号：
学科分类号：
摘要：
School-age children are frequently exposed to issues related to global warming/global climatic change. Yet, their conceptions regarding the scope and nature of this phenomenon are often incomplete or even inconstant with predominant scientific understandings. The complex conceptual knowledge required to understand issues related to global warming create learning situations that harbor the development of incomplete or inaccurate ideas related to global warming. This study presents some of those misconceptions and discusses strategies for mitigation. © 1999 Plenum Publishing Corporation.
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页码：235 / 239
页数：4
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