Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research

Journal of Geoscience Education

Volumn 58, Issue 3, 2010, Pages 122-134

  Cheek, Kim A ^a  

^a Valley Forge Christian College

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC RESEARCH; CURRICULUM; EDUCATION; UNIVERSITY SECTOR;

EID: 77957942896     PISSN: 10899995     EISSN: None     Source Type: Journal    
DOI: 10.5408/1.3544294     Document Type: Article

References (96)

1. American Association for the Advancement of Science, 1993, Benchmarks for Science Literacy: New York, Oxford University Press.
2. Andersson, B., & Wallin, A., 2000, Students' understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion: Journal of Research in Science Teaching, v. 37, p. 1096-1111.
3. Ault, C., 1982, Time in geological explanations as perceived by elementary-school students: Journal of Geological Education, v. 30, p. 304-309.
4. Bar, V., 1989, Children's views about the water cycle: Science Education, v. 73, p. 481-500.
5. Barrow, L., & Haskins, S., 1996, Earthquake knowledge and experiences of introductory geology students: Journal of College Science Teaching, v. 26, p. 143-146.
6. Ben-zvi-Assarf, O., & Orion, N., 2005, A study of junior high students' perceptions of the water cycle: Journal of Geoscience Education, v. 53, p. 366-373.
7. Bisard, W., Aron, R., Francek, M., & Nelson, B., 1994, Assessing selected physical science and earth science misconceptions of middle school through university preservice teachers: Journal of College Science Teaching, v. 24, p. 38-42.
8. Blake, A., 2004, Helping young children to see what is relevant and why: Supporting cognitive change in earth science using analogy: International Journal of Science Education, v. 26, p. 1855-1873.
9. Blake, A., 2005, Do young children's ideas about the Earth's structure and processes reveal underlying patterns of descriptive and causal understanding in earth science? Research in Science & Technological Education, v. 23, p. 59-74.
10. Blake, A., (2001). Developing young children's understanding: An example from earth science. Evaluation and Research in Education, v. 15, p. 154-163.
11. Boyes, E., & Stanisstreet, M., 1993, The 'greenhouse effect': children's perceptions of causes, consequences and cures: International Journal of Science Education, v. 15, p. 531-552.
12. Boyes, E., & Stanisstreet, M., 1997. The environmental impact of cars: Children's ideas and reasoning: Environmental Education Research, v. 3, p. 269-282.
13. Boyes, E., & Stanisstreet, M.,1992, Students' perceptions of global warming: International Journal of Environmental Studies, v. 42, p. 287-300.
14. Boyes, E., & Stanisstreet, M., 1998, High school students' perceptions of how major global environmental effects might cause skin cancer: The Journal of Environmental Education, v. 29, p. 31-36.
15. Boyes, E., & Stanisstreet, M., 1997, Children's models of understanding of two major global environmental issues (ozone layer and greenhouse effect): Research in Science & Technological Education, v. 15, p. 19-28.
16. Boyes, E., Stanisstreet, M., & Papantoniou, V. S., 1999, The ideas of Greek high school students about the ozone layer: Science Education, v. 83, p. 724-737.
17. Center for Science, Mathematics, and Engineering Education, 1996, National Science Education Standards: Washington, D.C., National Academy Press.
18. Dahl, J., Anderson, S., & Libarkin, J., 2005, Digging into earth science: Alternative conceptions held by K-12 teachers: Journal of Geoscience Education, v. 12, p. 65-68.
19. DeLaughter, J., Stein, S., Stein, C., & Bain, K., 1998, Preconceptions abound among students in an introductory earth science course: Eos, v. 79, p. 429-436.
20. Dickerson, D., Callahan, T., Van Sickle, M., & Hay, G., 2005, Students' conceptions of scale regarding groundwater: Journal of Geoscience Education, v. 53, p. 374-380.
21. Dickerson, D., & Dawkins, K., 2004, Eighth grade students' understandings of groundwater: Journal of Geoscience Education, v. 52, p. 178-181.
22. Dodick, J., & Orion, N., 2003a, Cognitive factors affecting student understanding of geologic time: Journal of Research in Science Teaching, v. 40, p. 415-442.
23. Dodick, J., & Orion, N., 2003b, Measuring student understanding of geological time: Science Education, v. 87, p. 708-731.
24. Dove, J., 1998, Students' alternative conceptions in Earth science: A review of research and implications for teaching and learning: Research Papers in Education, v. 13, p. 183-201.
25. Dove, J., 1996, Student teacher identification of rock types: Journal of Geoscience Education, v. 44, p. 266-269.
26. Dove, J., 1999, Exploring a hydrological concept through children's drawings: International Journal of Science Education, v. 21, p. 485-497.
27. Dove, J.,1997, Student ideas about weathering and erosion: International Journal of Science Education, v. 19, p. 971-980.
28. Dove, J., 1996, Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain: Environmental Education Research, v. 2, p. 89-100.
29. ESLI Home, (n.d.), http://www.earthscienceliteracy.org/.
30. Finley, F., 1982, An empirical determination of concepts contributing to successful performance of a science process: A study of mineral classification: Journal of Research in Science Teaching, v. 19, p. 689-696.
31. Ford, D., 2005, The challenge of observing geologically: Third graders' descriptions of rock and mineral properties: Science Education, v. 89, p. 276-295.
32. Ford, D., 2003, Sixth graders' conceptions of rocks in their local environments: Journal of Geoscience Education, v. 51, p. 365-372.
33. Fortner, S. K., 2009, Fourth and fifth grade students learn about renewable and nonrenewable energy through inquiry: Journal of Geoscience Education, v. 57, p. 121-127.
34. Francis, C., Boyes, E., Qualter, A., & Stanisstreet, M., 1993, Ideas of elementary students about reducing the greenhouse effect: Science Education, v. 77, p. 375-392.
35. Gautier, C., Deutsch, K., & Rebich, S., 2006, Misconceptions about the greenhouse effect: Journal of Geoscience Education, v. 54, p. 386-395.
36. Gobert, J., 2000, A typology of causal models for plate tectonics: Inferential power and barriers to understanding: International Journal of Science Education, v. 22, p. 937-977.
37. Gobert, J., 2005, The effects of different learning tasks on model-building in plate tectonics: Diagramming versus explaining: Journal of Geoscience Education, v. 53, p. 444-455.
38. Gobert, J., & Clement, J., 1999, Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics: Journal of Research in Science Teaching, v. 36, p. 39-53.
39. Gosselin, D., & Macklem-Hurst, J., 2002, Pre/post-knowledge assessment of an earth science course for elementary/middle school education majors: Journal of Geoscience Education, v. 50, p. 169-175.
40. Happs, J., 1984, Soil genesis and development: Views held by New Zealand students: Journal of Geography, v. 83, p. 177-180.
41. Happs, J., 1985, Regression in learning outcomes: Some examples from the earth sciences: European Journal of Science Education, v. 7, p. 431-443.
42. Hidalgo, A., & Otero, J., 2004, An analysis of the understanding of geological time by students at secondary and post-secondary level: International Journal of Science Education, v. 26, p. 845-857.
43. Hmelo-Silver, C., & Duncan, R. G. eds, 2009, Special issue: Learning progressions: Journal of Research in Science Teaching, v. 46, p. 605-737.
44. Jeffries, H., Stanisstreet, M., & Boyes, E., 2001, Knowledge about the 'greenhouse effect': Have college students improved? Research in Science & Technological Education, v. 19, p. 205-221.
45. Jones, M. G., Taylor, A., & Broadwell, B., 2009, Concepts of scale held by students with visual impairment: Journal of Research in Science Teaching, v. 46, p. 506-519.
46. Jones, M. G., Tretter, T., Taylor, A., & Oppewal, T., 2008, Experienced and novice teachers' concepts of spatial scale: International Journal of Science Education, v. 30, p. 409-429.
47. Kali, Y., Orion, N., & Eylon, B., 2003, Effect of knowledge integration activities on students' perception of the Earth's crust as a cyclic system: Journal of Research in Science Teaching, v. 40, p. 545-565.
48. King, C., 2008, Geoscience education: An overview: Studies in Science Education, v. 44, p. 187-222.
49. King, C., 2000, The Earth's mantle is solid: Teachers' misconceptions about the Earth and plate tectonics: School Science Review, v. 82, p. 57-64.
50. Koulaidis, V., & Christidou, V., 1999, Models of students' thinking concerning the greenhouse effect and teaching implications: Science Education, v. 83, p. 559-576.
51. Kusnick, J., 2002, Growing pebbles and conceptual prisms-understanding the source of student misconceptions about rock formation: Journal of Geoscience Education, v. 50, p. 31-39.
52. Lee, O., Lester, B., Ma, L., Lambert, J., & Jean-Baptiste, M., 2007, Conceptions of the greenhouse effect and global warming among elementary students from diverse languages and cultures: Journal of Geoscience Education, v. 55, p. 117-125.
53. Leighton, J., & Bisanz, G., 2003, Children's and adults' knowledge and models of reasoning about the ozone layer and its depletion: International Journal of Science Education, v. 25, p. 117-139.
54. Libarkin, J., & Anderson, S., 2005, Assessment of learning in entry-level geoscience course: Results from the Geoscience Concept Inventory: Journal of Geoscience Education, v. 53, p. 394-401.
55. Libarkin, J., Anderson, S., Science, J. D., Beilfuss, M., & Boone, W.,2005, Qualitative analysis of college students' ideas about the Earth: Interviews and open-ended questionnaires: Journal of Geoscience Education, v. 53, p. 17-26.
56. Libarkin, J., & Kurdziel, J., 2006, Ontology and the teaching of Earth system science: Journal of Geoscience Education, v. 54, p. 408-413.
57. Libarkin, J., & Kurdziel, J.,2001, Research methodologies in science education: Assessing students' alternative conceptions: Journal of Geoscience Education, v. 49, p. 378-383.
58. Libarkin, J., Kurdziel, J., & Anderson, S., 2007, College student conceptions of geological time and the disconnect between ordering and scale: Journal of Geoscience Education, v. 55, p. 413-422.
59. Lillo, J., 1994, An analysis of the annotated drawings of the internal structure of the Earth made by students aged 10-15 from primary and secondary schools in Spain: Teaching Earth Sciences, v. 19, p. 83-89.
60. Marques, L., & Thompson, D., 1997a, Misconceptions and conceptual change concerning continental drift and plate tectonics among Portuguese students aged 16-17: Research in Science & Technological Education, v. 15, p. 195-225.
61. Marques, L., & Thompson, D., 1997b, Portuguese students' understanding at ages 10-11 and 14-15 of the origin and nature of the Earth and the development of life: Research in Science & Technological Education, v. 15, p. 2-22.
62. Mason, L., & Santi, M., 1998, Discussing the greenhouse effect: Children's collaborative discourse reasoning and conceptual change: Environmental Education Research, v. 4, p. 67-85.
63. Orion, N., & Ault, C., 2007, Learning Earth Sciences, in Handbook of Research on Science Education, p. 653-687, Mahwah, NJ, Lawrence Erlbaum Associates.
64. Österlind, K., 2005, Concept formation in environmental education: 14-year olds' work on the intensified greenhouse effect and the depletion of the ozone layer: International Journal of Science Education, v. 27, p. 891-908.
65. Oversby, J., 1996, Knowledge of earth science and the potential for its development: School Science Review, v. 78, p. 91-97.
66. Papadimitriou, V.,2004,Prospective primary teachers' understanding of climate change, greenhouse effect, and ozone layer depletion: Journal of Science Education and Technology, v. 13, p. 299-307.
67. Petcovic, H., & Ruhf, R., 2008, Geoscience conceptual knowledge of preservice elementary teachers: Results from the Geoscience Concept Inventory: Journal of Geoscience Education, v. 56, p. 251-260.
68. Ross, K., & Shuell, T., 1993, Children's beliefs about earthquakes: Science Education, v. 77, p. 191-205.
69. Rule, A., 2005, Elementary students' ideas concerning fossil fuel energy: Journal of Geoscience Education, v. 53, p. 309-318.
70. Rule, A., 2007, Preservice elementary teachers' ideas about clays: Journal of Geoscience Education, v. 55, p. 210-220.
71. Rule, A., & Auge, J., 2005, Using humorous cartoons to teach mineral and rock concepts in sixth grade science class: Journal of Geoscience Education, v. 53, p. 548-558.
72. Rye, J., Rubba, P., & Wiesenmayer, R., 1997, An investigation of middle school students' alternative conceptions of global warming: International Journal of Science Education, v. 19, p. 527-551.
73. Schoon, K., 1992, Students' alternative conceptions of earth and space: Journal of Geological Education, v. 40, p. 209-214.
74. Schoon, K., & Boone, W., 1998, Self-efficacy and alternative conceptions of science of preservice elementary teachers: Science Education, v. 82, p. 553-568.
75. Schuster, D., Filippelli, G., & Thomas, C., 2008, Secondary students' subject matter representations of climate change: Journal of Geoscience Education, v. 56, p. 307-316.
76. Sell, K., Herbert, B., Stuessy, C., & Schielack, J., 2006, Supporting student conceptual model development of complex earth systems through the use of multiple representations and inquiry: Journal of Geoscience Education, v. 54, p. 396-407.
77. Shayer, M., & Adey, P., 1981, Towards a science of science of science teaching--Cognitive development and curriculum demand: London, Heinemann Educational Books.
78. Shepardson, D., Harbor, J., & Wee, B., 2005, Water towers, pump houses, and mountain streams: Students' ideas about watersheds: Journal of Geoscience Education, v. 53, p. 381-386.
79. Shepardson, D., Wee, B., Priddy, M., Schellenberger, L., & Harbor, J., 2007, What is a watershed? Implications of student conceptions of environmental science education and the National Science Education Standards: Science Education, v. 91, p. 554-578.
80. Shepardson, D., Wee, B., Priddy, M., Schellenberger, L., & Harbor, J., 2009, Water transformation and storage in the mountains and at the coast: Midwest students disconnected conceptions of the hydrologic cycle: International Journal of Science Education, v. 31, p. 1447-1471.
81. Sibley, D., 2005, Visual abilities and misconceptions about plate tectonics: Journal of Geoscience Education, v. 53, p. 471-477.
82. Sibley, D., Anderson, C., Heidemann, M., Merrill, J., Parker, J., & Szymanski, D., 2007, Box diagrams to assess students' systems thinking about the rock, water, and carbon cycles, Journal of Geoscience Education, v. 55, p. 128-146.
83. Spellman, G., Field, K., & Sinclair, J., 2003, An investigation into UK higher education students' knowledge of global climatic change: International Research in Geographical and Environmental Education, v. 12, p. 6-17.
84. Stofflett, R. T., 1993, Preservice elementary teachers' knowledge of rocks and their formation: Journal of Geological Education, v. 41, p. 226-230.
85. Stofflett, R. T., 1994, Conceptual change in elementary school teacher candidate knowledge of rock-cycle processes: Journal of Geological Education, v. 42, p. 494-499.
86. Taiwo, A., Ray, H., Motswiri, M., & Masene, R., 2001, Perceptions of the water cycle among primary school children in Botswana: International Journal of Science Education, v. 21, p. 413-429.
87. Tarbuck, E., & Lutgens, F., 2005, Earth: An introduction to physical geology, 8th ed., Upper Saddle River, NJ, Prentice Hall.
88. Trend, R., 1998, An investigation into understanding of geological time among 10- and 11-year-old children: International Journal of Science Education, v. 20, p. 973-988.
89. Trend, R., 2000, Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science: International Journal of Science Education, v. 22, p. 539-555.
90. Trend, R.,2001a, An investigation into the understanding of geological time among17-year-old students, with implications for the subject matter knowledge of future teachers: International Research in Geographical and Environmental Education, v. 10, p. 298-321.
91. Trend, R., 2001b, Deep time framework: A preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience: Journal of Research in Science Teaching, v. 38, p. 191-221.
92. Tretter, T., Jones, M. G., Andre, T., Negishi, A., & Minogue, J., 2006, Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena: Journal of Research in Science Teaching, v. 43, p. 282-319.
93. Tretter, T., Jones, M. G., & Minogue, J., 2006, Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude: Journal of Research in Science Teaching, v. 43, p. 1061-1085.
94. Tsai, C., 2001, Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students' worldviews: International Journal of Science Education, v. 23, p. 1007-1016.
95. Vosniadou, S., & Brewer, W., 1992, Mental models of the Earth: A study of conceptual change in childhood: Cognitive Psychology, v. 24, p. 535-585.
96. Vosniadou, S., Skopeliti, I., & Ikospentaki, K., 2004, Modes of knowing and ways of reasoning in elementary astronomy: Cognitive Development, v. 19, p. 203-222.