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Primary and Secondary Students’ Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological Approaches

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Abstract

Rainfall is a key process in the water cycle, the most structured scientific knowledge about water movement on Earth. Nevertheless, despite being a common topic covered in school science, it entails several cognitive difficulties for young children. This study uses a pictorial task and semi-opened questions to examine primary (11/12 years old) and secondary (12/13 years old) students’ understanding of the elements and processes involved in the hydrologic cycle and how they are integrated into their explanations regarding the rainfall phenomenon. Overall, we have found that the studied children’s (n = 246) conceptual knowledge increases with age. However, they have an incomplete perception of the mechanism of rainfall and its integration into the water cycle. In fact, not all the students have a cyclic notion of water dynamics; they also miss the inclusion and role of groundwater in water systems and present misconceptions regarding key processes, such as condensation and evaporation. Regarding the two diagnostic tools (drawings and questionnaires) used to study children’s understanding, although questionnaires seem more appropriate for assessing lower conceptual levels, each methodological approach is useful for detecting different key concepts and misconceptions related to the rainfall phenomenon and related water cycle. Consequently, a mixed research design using different methods is advised for a comprehensive study of students’ conceptions.

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Acknowledgements

The authors would like to thank the following schools for their collaboration: Seber Altube Ikastola (Gernika), Eguzkibegi Ikastola (Galdakao), S. José Jesuitak (Durango), Irukide Jesuitak (Tolosa), and Lurraska school farm.

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Authors and Affiliations

  1. Department of Didactic of Mathematics and Experimental Sciences, Faculty of Education, Philosophy and Anthropology, University of the Basque Country, UPV/EHU, 20018, Donostia - San Sebastián, Spain

    Oihana Barrutia

  2. Department of Didactic of Mathematics and Experimental Sciences, Faculty of Education and Sport, University of the Basque Country, UPV/EHU, 01006, Vitoria - Gasteiz, Spain

    Aritz Ruíz-González

  3. Department of Didactic of Mathematics and Experimental Sciences, Faculty of Education of Bilbao, University of the Basque Country, UPV/EHU, 48940, Leioa, Spain

    José Domingo Villarroel & José Ramón Díez

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  1. Oihana Barrutia
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  2. Aritz Ruíz-González
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  3. José Domingo Villarroel
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  4. José Ramón Díez
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Correspondence to Oihana Barrutia.

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Appendix

Appendix

Table 2 Elements from the hydrologic cycle mentioned in the students’ responses to the questionnaire divided by Earth natural systems
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Table 3 Processes of the hydrologic cycle appearing on the students’ responses to the questionnaire
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Barrutia, O., Ruíz-González, A., Villarroel, J.D. et al. Primary and Secondary Students’ Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological Approaches. Res Sci Educ 51 (Suppl 2), 823–844 (2021). https://doi.org/10.1007/s11165-019-9831-2

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