1Third Misconceptions Seminar Proceedings (1993) Paper Title: Children’s understanding of Earth systems phenomena in Taiwan

Abstract: In the early 1970s, research in science education began to focus on the conceptual learning process that lies behind students ’ thinking in particular science domains. Much research has been done and is still being done in understanding students ’ science ideas. These studies show that students coming into a learning environment bring their own conceptions of the world (Osborne, 1984; Engel & Driver, 1986; Solomon, 1985; Gil-Perez & Carrascosa, 1990). Despite what teachers teach about science, many students maintain their early and alternative conceptions of the natural world for several years and even into adulthood. These ideas are constructed by children through their perceptive experiences in daily life. These concepts that children use to explain natural events with respect to their own experiences make sense to them and are therefore difficult for a teacher to change. The ideas students possess prior to formal instruction are considered the single most important factor influencing learning (Ausubel, 1968). Concept learning studies can aid curriculum developers in designing curricula and instructional materials that begin with what students already know and explicitly contrast children’s ideas with scientific explanations (Eaton, Anderson, & Smith, 1983)