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Lookup NU author(s): Dr Anthony Blake
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This paper explores what prior knowledge children from Key Stage 2 (7-11 years) in one school in the north-east of England had of rock classification and how they might develop a more scientific understanding using strategies which have been shown by research to support this process. Strategies chosen were the conceptual model of the rock cycle and the analogy of aluminium can recycling. The children's existing conceptions confirm the findings of earlier research which found that, in contrast with earth scientists, children do not classify rocks on the basis of their origin but instead use simple physical characteristics like hardness and shape. Providing these children with a conceptual model in the form of the rock cycle, particularly when used in conjunction with analogy, had a positive impact on their capacity to classify rocks on the basis of their igneous, sedimentary and metamorphic processes within the rock cycle. However, the role played by the analogy in supporting children's understanding in this domain was difficult to determine with precision. Finally, the importance of recognising that all analogies have their limitations is addressed.
Author(s): Blake A
Publication type: Article
Publication status: Published
Journal: Evaluation & Research in Education
Year: 2001
Volume: 15
Issue: 3
Pages: 154-163
ISSN (print): 0950-0790
ISSN (electronic): 1747-7514
Publisher: Routledge
URL: http://dx.doi.org/10.1080/09500790108666993
Notes: Describes the various understandings young children have of the origin and classification of rocks, and evaluates the utility of the rock cycle as a conceptual framework when used with an analogy in promoting conceptual change more in keeping with a scientific understanding in this domain.
