Learning Landform Vocabulary through Different Methods: Object Boxes, Sand and Dough Creations, or Puppet Plays

Abstract

Learning about landforms is an important part of earth science instruction in the elementary grades that has been identified as needing improvement. Three research-supported experimental approaches were compared in a counterbalanced-design study conducted on three sets of landform words with second, third, and fourth grade students (N = 53). Because many geomorphology terms have multiple meanings that lead to misconceptions and learning difficulty, the vocabulary of the study focused on thirty words that have both an everyday meaning and a landform meaning.All students viewed an electronic slide show of photographs and definitions of landforms accompanied by explanations of landform processes. Then they attended lessons under the different conditions for the same amount of time. In the object box condition, students created a layout of objects, papier-mâché landform models, photographs, definitions, analogy cards, and mnemonic device cards that related the two meanings of each term. In the second condition, students created landforms in sand or dough and labeled them. In the third condition, students created and performed puppet plays that explained the landforms. Results show that the object box condition was favored above the sand condition and the puppet play condition, although long-term retention of information was good in all three.