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

Guffey, Sarah K.; Slater, Timothy F.; Slater, Stephanie J.

doi:10.19030/jaese.v4i1.9973

Cited by 7 publications

(5 citation statements)

References 49 publications

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“…Thus, geologists interpret these features and make hypotheses about their formation in a geological framework. Despite being central practices in geology, research demonstrates that rock classification is challenging for students (Dove, 1996;Francek, 2013;Frøyland, Remmen, & Sørvik, 2016;Guffey, Slater, & Slater, 2017;Happs, 1982;Kusnick, 2002;Stofflett, 1993;1994). Instead of observing features of rocks, students memorise rocks they have seen earlier, leading to a 'namedropping' strategy that does not align with scientific practice (Dove, 1998;Frøyland et al, 2016).…”

Section: Research On Students' Use Of Observation When Classifying Rocksmentioning

confidence: 99%

“…These examples demonstrate that the incorrect use of observation (e.g. noticing ambiguous features or features that are irrelevant in the situation) can lead to incorrect rock classification (Dove, 1998;Ford, 2005;Frøyland et al, 2016;Guffey et al, 2017;Happs, 1982;Kortz & Murray, 2009). Connecting features to scientific theories of rock formation is another challenge for students, and a number of non-scientific and erroneous ideas about rock formation have been identified (Kusnick, 2002;Stofflett, 1993Stofflett, , 1994.…”

Section: Research On Students' Use Of Observation When Classifying Rocksmentioning

confidence: 99%

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Students’ use of observation in geology: towards ‘scientific observation’ in rock classification

Remmen

Frøyland

2019

International Journal of Science Education

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Students struggle with observing scientifically and connecting observations to scientific theory. This study investigates how students actually use observation in rock classificationa classical practical task in science education. To describe the level of students' use of observation, data was collected by videotaping 19 small student groups (55 students aged 16-18) in Norway while they were classifying rocks. A modified version of the observation framework proposed by [Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist's world. Review of Educational Research, 79(1), 39-68] is used to analyse how students' notice features of rocks (noticing) and interpret the geological processes forming those features (expectations) at different levels: everyday, transitional or scientific. The findings showed that none of the student groups used everyday observation. Three student groups used observation at a transitional level, whereas twelve groups performed observation that can be described as transtional/scientific level. Four student groups used scientific observation. Based on the findings, an observation framework for rock classification is proposed. The challenges encountered by the students are discussed, thus providing ideas for how teachers can support students to use scientific observation in rock classification.

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Section: Research On Students' Use Of Observation When Classifying Rocksmentioning

confidence: 99%

Section: Research On Students' Use Of Observation When Classifying Rocksmentioning

confidence: 99%

Students’ use of observation in geology: towards ‘scientific observation’ in rock classification

Remmen

Frøyland

2019

International Journal of Science Education

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“…In response, Slater (2014) developed the Test Of Astronomy STandards, TOAST. Before the development of test questions on the TOAST, the team needed to identify the core concepts that students were expected to know and conceptually understand (Guffey et al, 2017). At the same time, the test needed to short and manageable.…”

Section: Background and Contextmentioning

confidence: 99%

Establishing A Consensus Of Geology Concepts Using U.S. National Science Education Reform Documents

Guffey

2021

JAESE

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An important practice of science teachers and science teacher educators is identifying standards and learning objectives before developing curriculum, instructional materials, and assessments. In the Earth sciences, determining a consensus of learning targets from the multiple national reform documents to provide direction to Earth science educators at the K-12 and post-secondary level has proven to be ambiguous. In this study, the purpose was to identify the core ideas that are taught in an introductory geology course and that students would know. Using a simple random sampling scheme, 134 geology educators, which we refer to as content experts, working at the collegiate level across the United States were surveyed to review and provide feedback on the following current national standards reform documents: 1) Next Generation Science Standards; 2) Earth Science Literacy Principles; 3) National Science Education Standards; and 4) Benchmarks for Scientific Literacy. With a 29.9% response rate, 11 core ideas of geology were identified by the geology educators. Additionally, national reform documents and the top reviewed state science standards were used to verify the 11 core ideas. The final product is a consensus document that provides the 11 core ideas proposed by a consensus of four national reform standards documents, content experts (geologists and geology educators), and the top state science standards.

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“…The development of the CFA laid on development methods like some other tools. Science Teaching through its Astronomical Roots -STAR instrument (Sadler, 1998), Astronomy Diagnostic Test -ADT - (Zeilik, 2002), TOAST Test Of Astronomy STandards (Slater, 2014), Exam of GeoloGy Standards (Guffey, Slater, & Slater, 2017). The validation and reliability of the CFA discussed in a previous paper (Pundak, 2016).…”

Section: The Cfa Assessment Instrumentmentioning

confidence: 99%

From Conceptual Frameworks To Mental Models For Astronomy: Students' Perceptions

Pundak¹,

Liberman

Shacham

2018

JAESE

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Considerable debate exists among discipline-based astronomy education researchers about how students change their perceptions in science and astronomy. The study questioned the development of astronomical models among students in institutions of higher education by examining how college students change their initial conceptual frameworks and construct mental models in astronomy. The study considers four areas of astronomical knowledge: "sky observations," "Earth and its orbit," "solar system" and "stars” by implementing a recently developed research tool - Conceptual Frameworks in Astronomy (CFA) (Pundak, 2016). The responses of 537 undergraduates from three Israeli colleges were classified into one of four mental models: pre-scientific, geocentric, heliocentric, stellar/scientific. The findings indicate significant differences among students adopting some combination of the four mental models. Most students adopted a combination of these models and used different conceptual frameworks for different astronomical phenomena. Students with a scientific engineering background tended to use the stellar/scientific model more often than Liberal Arts students. The stellar/scientific model is the most scientifically progressive of the four models tested and manages the most systematic astronomical conceptual frameworks. The study identified three variables: "physical background," "average academic grade" and "academic discipline" - which contribute to the adoption of the stellar/scientific model.

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

Cited by 7 publications

References 49 publications

Students’ use of observation in geology: towards ‘scientific observation’ in rock classification

Students’ use of observation in geology: towards ‘scientific observation’ in rock classification

Establishing A Consensus Of Geology Concepts Using U.S. National Science Education Reform Documents

From Conceptual Frameworks To Mental Models For Astronomy: Students' Perceptions

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