A Study Of Undergraduate Students Alternative Conceptions Of Earths Interior Using Drawing Tasks

Abstract

Learning fundamental geoscience topics such as plate tectonics, earthquakes, and volcanoes requires students to develop a deep understanding of the conceptual models geologists use when describing the structure and dynamics of Earths interior. Despite the importance of these mental models underlying much of the undergraduate geoscience curriculum, surprisingly little research related to this complex idea exists in the discipline-based science education research literature. To better understand non-science-majoring undergraduates' conceptual models of Earths interior, student-generated drawings and interviews were used to probe student understanding of the Earth. Ninety-two semi-structured interviews were conducted with non-science-major college students at the beginning of an entry-level geology course at a large Midwestern university. Students were asked to draw a picture of Earths interior and provide think-aloud explanations of their drawings. The results reveal that students hold a wide range of alternative conceptions about Earth, with only a small fraction having scientifically accurate ideas. Students understandings ranged from conceptualizing Earths interior as consisting of horizontal layers of rock and dirt, to more sophisticated views with Earths interior being composed of concentric layers with unique physical and chemical characteristics. Processes occurring within Earth, such as "convection," were rarely mentioned or explained. These results provide a first-steps basis from which to further explore college students thinking and contribute to the growing body of knowledge on earth science teaching and geoscience education research.

Geology misconceptions targeted by an overlapping consensus of US national standards and frameworks

“…Using a two-group pre-test/post-test comparison study design, they found that 74% of 50 students who watched The Corea science fiction movies with questionable scientific accuracy held more misconceptions than 91% of 32 students who did not watch The Core as part of instruction. Even without the isolated influence of inaccurate science fiction movies, McAllister (2014) found that 22% of the 92 undergraduates she interviewed have no coherent conceptual model of Earth's interior that reflects current scientific understanding. In fact, only 9% of the 92 undergraduates could describe and sketch comprehensive conceptual models that were accurate.…”

Általános iskolai és középiskolás diákok lemeztektonikai tévképzetei egy kvalitatív, keresztmetszeti vizsgálat tükrében

“…2,1 fogalomalkotási/ vernakuláris A 6. kérdésre adott válaszok és tanulói rajzok egy korosztályon átívelő tévképzete a Föld gömbhéjainak vízszintes rétegekben történő ábrázolása volt (10. ábra). Ez a tévképzet külföldi kutatásban is azonosított tévképzet (McAllister, 2004).…”

“…Egy további, nagyobb arányban jellemző tévképzet, amely külföldi szakirodalmi adatokkal is összhangban áll (Barnett et al, 2006;Dahl et al, 2005;McAllister, 2004), amikor a Föld magjának anyagát lávaként vagy magmaként határozták meg, illetve itt is megjelent a földmag közvetlen összeköttetésének feltételezése a vulkánokkal (11. ábra).…”

“…Mindez azt jelzi, hogy a tanulók válaszaiban az iskolai ismeretszerzésen alapuló fogalmi leképeződések dominálnak. A feltárt tévképzetek több esetben hasonlítanak a nemzetközi kutatások során feltárt tévképzetekhez (Barnett et al, 2006;Dahl et al 2005;McAllister, 2004;vö. 2. táblázat).…”

Általános és középiskolás tanulók földrajz tantárgyhoz köthető tévképzetei

“…€bra 3. €vfolyamos tanul" prekoncepci"ja a hegys€gk€pződ€sről Egy tov•bbi, nagyobb ar•nyban jellemző t€vk€pzet volt, amely kˆlf‚ldi szakirodalmi adatokkal is ‚sszhangban van (Barnett et al, 2006;Dahl et al 2005, McAllister, 2004, amikor a F‚ld magj•nak anyag•t l•vak€nt vagy magmak€nt hat•rozt•k meg, illetve itt is megjelent a f‚ldmag k‚zvetlen ‚sszek‚ttet€s€nek felt€telez€se a vulk•nokkal (35. •bra).…”