Do students' concept maps reveal barriers to learning?

Collecting students' concept maps in science is the first step in the scientific inquiry process. Sometimes, these concept maps help identify barriers to learning. The challenge for the teacher is then to successfully identify these barriers in order to find a way to overcome them. In this research, I am particularly interested in the barriers that students’ conceptions may reveal in astronomy and in the case of volcanism. The study was conducted in a Cycle 3 RPI school with a sample of twenty-one students. The following analysis attempts to answer the following question: how do students’ conceptions reflect barriers to learning? This book is therefore intended for teachers or future teachers who wish to learn more about the conceptions, ideas, and barriers that can arise in experimental sciences and technology.