Subject-Specific Correctness of Students’ Conceptions and Factors of Influence: Empirical Findings from a Quantitative Study with Grade 7 Students in Germany Regarding the Formation and Location of Deserts

Abstract

Students’ conceptions are a central learning condition. Until now there have only been qualitative results
regarding the important geographical area of the desert, especially its location and formation. Therefore
this study surveys students’ conceptions (N = 585; n = 448 without pre-instruction on deserts and n = 137
with pre-instruction on deserts) with the help of a questionnaire containing open and closed questions.
The descriptive as well as inferential statistical analysis shows that both subject-specific correct as well
as subject-specific unfounded explanations regarding the location and formation of deserts are frequently
found. At the same time, the conception about deserts being just sandy deserts is strongly connected with
the subject-specific correctness of the conceptions regarding the location and formation of deserts. Based
on the discussion of the results, information about the possibility of future research is given.