A Study of Lower Secondary School Students’ Perceptions and Misconceptions Regarding Fossils

Abstract

This study aims to clarify the perceptions and misconceptions of fossils held by lower secondary school students. A questionnaire survey was conducted on 105 students in the second year of lower secondary school. Analysis of the results revealed the following three points: 1) Among fossils, ammonites in particular tended to be recognized by many students and are the most representative fossils for them. In contrast, among the fossils listed as a representative in the government course guidelines, the white-tailed gull, beech, and Naumann elephant tended to be relatively unrecognized by most students. 2) About 70% of students correctly recognized the definition of fossil types, including trace fossils, but very few students recognized trace fossils compared to body fossils. Moreover, very few students were aware of trace fossils as compared to body fossils, and many students were unaware of the specific types of trace fossils that exist. 3) Among the students who have misconceptions about fossils, many believe that fossils are geological structures formed by physical phenomena, and that only body fossils are fossils. A few students also believed that only body fossils were fossils and had no traces. These results indicate a significant bias in the taxa of fossils that students recognize and that they retain certain misconceptions about fossils.