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Titel
Understanding groundwater : students' pre-conceptions and conceptual change by means of a theory-guided multimedia learning program / Ulrike Unterbruner, Sylke Hilberg, and Iris Schiffl
VerfasserUnterbruner, Ulrike ; Hilberg, Sylke In der Gemeinsamen Normdatei der DNB nachschlagen ; Schiffl, Iris
Erschienen in
Hydrology and Earth System Sciences, Göttingen, 2016, Jg. 20, H. 0, S. 2251-2266
ErschienenCopernicus, 2016
UmfangIllustrationen
SpracheEnglisch
DokumenttypAufsatz in einer Zeitschrift
URNurn:nbn:at:at-ubs:3-2921 Persistent Identifier (URN)
DOI10.5194/hess-20-2251-2016 
Zugriffsbeschränkung
 Das Werk ist frei verfügbar
Dateien
Understanding groundwater [6.07 mb]
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Zusammenfassung (Englisch)

Education on the subject of groundwater is crucial for sustainability. Nevertheless, international studies with students across different age groups have shown that the basic hydrogeological concept of groundwater defined as water within porous and permeable rocks is not an established everyday notion. Drawing from international research, a multimedia learning program Zwischen Regenwolke und Wasserhahn (between the rain cloud and the tap) was developed, which incorporates specific insights from the fields of conceptual change research, multimedia research, and the model of educational reconstruction. The effectiveness of the learning program was ascertained by means of two studies with Austrian seventh grade pupils as well as teacher-training students from the fields of biology and geography in order to ascertain the effectiveness of the learning program. Using a quasi-experimental research design, the participants' conceptions and knowledge of groundwater were determined in a pre- and post-test. The pupils and students greatly benefitted from working through the learning software independently. Their knowledge of groundwater increased significantly compared to the control group and there was a highly significant increase in the number of scientifically correct notions of groundwater. The acceptance of the program was also generally very high. The results indicate that theory-guided multimedia learning programs can play an important role in the transfer of research results to classroom settings, especially in science education.

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CC-BY-Lizenz (4.0)Creative Commons Namensnennung 4.0 International Lizenz