Understanding and reasoning about phenomena at scales outside human perception (for example, geologic time) is critical across science, technology, engineering, and mathematics. Thus, devising strong methods to support acquisition of reasoning at such scales is an important goal in science, technology, engineering, and mathematics education. In two experiments, we examine the use of analogical principles in learning about geologic time. Across both experiments we find that using a spatial analogy (for example, a time line) to make multiple alignments, and keeping all unrelated components of the analogy held constant (for example, keep the time line the same length), leads to better understanding of the magnitude of geologic time. Effective approaches also include hierarchically and progressively aligning scale information (Experiment 1) and active prediction in making alignments paired with immediate feedback (Experiments 1 and 2).
Summary
Previous research demonstrates that domain experts, like ordinary participant populations, are vulnerable to decision bias. Here, we examine susceptibility to bias amongst expert field scientists. Field scientists operate in less predictable environments than other experts, and feedback on the consequences of their decisions is often unclear or delayed. Thus, field scientists are a population where the findings of scientific research may be particularly vulnerable to bias. In this study, susceptibility to optimism, hindsight, and framing bias was evaluated in a group of expert field geologists using descriptive decision scenarios. Experts showed susceptibility to all three biases, and susceptibility was not influenced by years of science practice. We found no evidence that participants' vulnerability to one bias was related to their vulnerability to another bias. Our findings are broadly consistent with previous research on expertise and decision bias, demonstrating that no expert, regardless their domain experience, is immune to bias.
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