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Evidence of Rote Learning of Science by Spanish University Students
Author(s) -
González Fermín Ma.
Publication year - 1997
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1997.tb17387.x
Subject(s) - mathematics education , rote learning , test (biology) , persistence (discontinuity) , tenacity (mineralogy) , psychology , cognition , teaching method , pedagogy , chemistry , cooperative learning , engineering , paleontology , mineralogy , geotechnical engineering , biology , neuroscience
The purpose of this investigation was to test for alternative conceptions of students enrolled in a second course of sciences at the Teacher Training School in Pamplona, Spain, regarding a geological topic (silicates) which had been studied in previous educational levels. The investigation also proposed to test the efficiency of Novak's concept mapping technique as a method of knowing the cognitive structure of the students. Students' concept maps showed the existence of a large number of alternative conceptions and the persistence and tenacity of these misconceptions after a period of instruction on the topic, even in the case of so‐called “good” students.