Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1941

Full Length Research Paper

A research on high school students’ concepts of “erosion” by using phenomenographic analysis

Murat AteÅŸ
Namik Kemal University, Department of Geography, DeÄŸirmenlati YerleÅŸkesi TekirdaÄŸ, 59100 TekirdaÄŸ, Turkey
Email: [email protected]

  •  Accepted: 18 March 2013
  •  Published: 10 May 2013

Abstract

 

The purpose of this research is to define and explain how high school students in Turkey perceive the concept of “erosion” by using phenomenographic research methods. The research group of the study is comprised of 450 high school students studying in 9th to 12th grades. In this research, there are some expressions gathered from students, such as “According to me, erosion means…” and “I think erosion means…” statements. After phenomenographic analysis, six different earthquake definition categories were determined. 14.2% of the high school students who contributed to the research defined erosion as a “natural disaster”, 26% defined it as “erosion is loss of soil by external forces”, 50.6% defined it as “erosion is landslide of soil”, 4.7% defined it as “erosion is damage of soil”, 2.6% defined it as “erosion is damage of nature by humans”, and 1.9% said “I do not know what erosion is”.

 

Key words: Erosion, high schools, geography education, phenomenography.