Carole Smith
Misconception Paper
Students do not arrive into classrooms as blank slates, but bring with them
preconceptions to their learning experiences. These preconceptions may be naïve
concepts, misconceptions, or alternate conceptions. This paper will focus on one
commonly held misconception found amongst most of today’s students. Young people
today are very well aware of the myriad ways in which the integrity of our global
environment is being threatened. There are preconceptions and misconceptions that
children, as well as adults, apparently bring to the area of environmental issues.
One particular widely held misconception amongst students is about the causes of
global warming. Students confuse two related, but separate environmental issues: global
warming and ozone layer depletion. A commonly held belief is that the “hole” in the
stratospheric ozone layer allows a greater penetration of sunlight, leading to the earths
temperature increasing. A similar misconception held is that heat from car exhaust is
another cause of global warming. It is also erroneously believed that aerosol cans
purchased today contribute to global warming. Today’s aerosols, by international
agreement, do not contain CFC’s (chlorofluorocarbons). What is notable about these
misconceptions is that they all stem from a general failure to distinguish between the
causes and consequences of different environmental problems. For example, even though
students can correctly link vehicle emissions with global warming, they also associate
cars incorrectly with ozone layer depletion.
These misconceptions are observed when students are asked to demonstrate their
knowledge of environmental issues, in particular with regard to ozone layer depletion, the
greenhouse effect, environmental pollutants, and global warming. Students of all ages
hold these misconceptions, including pre-service teachers. A careful probing of students
thinking behind their understanding of the environmental impact of cars reveals errors
and omissions. These misperceptions may remain covert unless looked for, as students do
correctly link auto emissions to global warming.
Students have built this misconception into their knowledge framework dealing
with their understanding of global warming. It is possible that students are fusing together
related environmental problems into a single logical construct. In the case of auto
emissions, for example, students correctly link these emissions with global warming, but
they also associate cars incorrectly with ozone layer depletion. These students believe
that carbon dioxide, a component of car exhaust, contributes to the depletion of the ozone
layer, which they believe leads to global warming. So, although students may “know”
that car exhaust is a major cause of global warming, they are incorrect in their reasoning.
The greenhouse effect is being confused with ozone layer depletion. Students are
confused in regards to the cause and effects of global warming, and this may be because
students are exposed to a number of environmental issues and phenomena that are
explained through some of the same concepts. A single environmental construct provides
a basic rationale for both of these complex issues (global warming and ozone layer
depletion).
Another source of this misconception may lie in how the material is visually
presented in textbooks and other sources. The layout of information in textbooks and
other sources risk misinterpretation. Global warming and ozone layer depletion are often
considered side-by-side, with diagrams, concept maps, flow charts, and other visual
arrays of material appearing to be connected. This overt linking of material visually
between these two concepts may well lead to students developing misconceptions.
The media may also reinforce these misconceptions. The popular press often
presents scientific material erroneously, or omits key details. Many environmental issues
are suggested as causes of global warming, and rarely is data used to justify the medias
claims. As mentioned above, the misconceptions regarding the causes of global warming
are not limited to children: a national survey revealed that almost one-third of adults
believe that aerosol cans are the leading source of CFC’s, and over one-half believe that
the majority of our electricity is generated from sources that don’t produce carbon
dioxide.
There are several different teaching strategies and techniques that can be
employed to address these misconceptions. It is important to emphasize and clarify the
causes and differences between ozone layer depletion and global warming. For example,
specific mechanisms for the greenhouse effect could be identified. At an early age,
students can be made aware of different and separate environmental issues. The language
used should be specific, not generalized. For example, it could be emphasized that carbon
dioxide is a pollutant in the context of global warming, but not in the context of ozone
layer depletion. For students of older ages, merely teaching and reteaching a concept does
not guarantee that these students will understand or even accept that concept. This is
especially true when the student’s current conceptions is satisfactory, logical, and agrees
with their practical experience. The student’s current understanding needs to be
determined, and from this the student needs to be provided with a conflict to their
understanding based on their misconception. A correct replacement for the misconception
can then be provided, from which the student can build a new knowledge framework.
Bibliography
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Identifying and Addressing Students’ Alternative Conceptions of the Causes of
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