Alternative Conceptions Concerning the Earth's Interior Exhibited by Honduran Students

Capps, Daniel K.; McAllister, Meredith; Boone, William J.

doi:10.5408/12-317.1

Cited by 12 publications

(12 citation statements)

References 26 publications

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“…In fact only 9% of the 92 undergraduates could describe and sketch comprehensive conceptual models that were accurate. These results are similar for international students studied by Capps, McAllister, and Boone (2013). In our study we found that only 40% of students believe the very center of the Earth is solid and 32% mistakenly believe the very center of the Earth is a combination of gases, liquids, and solids.…”

Section: Eggs Conceptsupporting

confidence: 83%

Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts

Guffey

Slater

Slater³

2017

JAESE

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Geoscience education researchers have considerable need for criterion-referenced, easy-to-administer, easy-to-score, conceptual surveys for undergraduates taking introductory science survey courses in order for faculty to monitor the learning impacts of innovative teaching. In response, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- EGGS Exam of GeoloGy Standards. EGGS addresses 11 concepts derived from a systematic analysis of the overlapping ideas from national science education reforms: NGSS, AAAS Benchmarks, Earth Science Literacy Principles, and NRC National Science Education Standards. Leveraging best-practices for creating and field-testing items, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students’ reading ability, specifically targets students’ misconceptions, and covers the range of topics most geology educators expect general education students to know. EGGS is argued to be valid and reliable with college introductory science survey students based on standard measures, including clinical interviews with students and expert review.

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Section: Eggs Conceptsupporting

confidence: 83%

Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts

Guffey

Slater

Slater³

2017

JAESE

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“…In fact, only 9% of the 92 undergraduates could describe and sketch comprehensive conceptual models that were accurate. These results are similar for international students studied by Capps, McAllister, and Boone (2013). For students to understand the dynamics of a convection driven plate tectonics model, a required perquisite understanding is an accurate conception of Earth's interior, both in terms of concentric layering and variable density.…”

Section: Ocean Floor Featuressupporting

confidence: 65%

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

Guffey

Slater

2020

International Journal of Science Education

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In the past few decades, scientific and educational entities in the United States have repeatedly expended considerable fiscal and human resources in an effort to establish contemporary education standards, curriculum frameworks, and assessment tools. These efforts are intended to reform the quantity and quality of K-16 Earth science education across the U.S. including, most recently, the Next Generation Science Standards. Most of the reform efforts enthusiastically recommend a constructivist-oriented approach to instruction that requires educators to clearly identify their learning targets. At the same time, a contemporary approach to instruction requires educators to be aware of misconceptions, misunderstandings, naïve beliefs, and alternative frameworks students bring to the learning experience. Although several dated surveys of learners' geology misconceptions exist across the scholarly literature landscape, little of the geology misconceptions literature is systematically organised around the current collections of U.S. national standards and frameworks. Geoscience educators, curriculum developers, and assessment specialists benefit from summaries of misconceptions research organised around various national reform efforts.

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“…According to Duit and Treagust (2010) many of these misconceptions remain even after instruction takes place and are very resistant to change. Research finds that students at all grade levels demonstrate many misconceptions related to the earth's interior (Capps et al, 2013) and plate tectonics (Marques and Thompson, 1997;Gobert, 2005;Sibley, 2005;Ford and Taylor, 2008;Smith and Bermea, 2012) preventing them from fully understanding complex geologic processes. Students with visual impairments possess misconceptions about geology concepts like their sighted peers; however, some misconceptions unique to the students with visual impairments include: people causing Earth's processes, plates moving due to water pressure; using research or museums to date and reconstruct planetary history; life cycles causing interaction of Earth's systems, and using water marks to tell about events in Earth's history (Wild, Hilson & Farrand, 2013;Koehler, Tikkun & Wild, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Middle school students also possess many misconceptions about the plate boundaries and the movement at those boundaries (AAAS Project 2061, n.d.; Ford & Taylor, 2006). In a study of middle school students, Capps, McAllister & Boone (2013) also found that they had misconceptions related to the structure of the earth's interior and the layers of the earth. Fries-Gaither (2008) also highlighted student misconceptions related to volcanoes and their distribution across the earth's surface.…”

Section: Introductionmentioning

confidence: 99%

Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

Koehler¹,

Wild²,

Tikkun³

2018

JSESD

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This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.

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Alternative Conceptions Concerning the Earth's Interior Exhibited by Honduran Students

Cited by 12 publications

References 26 publications

Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts

Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts

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

Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments

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