A phenomenographic approach to investigating students' conceptions of geoscience as an academic discipline

Special Paper of the Geological Society of America

Volumn 474, Issue , 2011, Pages 23-35

  Stokes, Alison ^a  

^a UNIVERSITY OF PLYMOUTH   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

GEOLOGY;

CHARACTERISTIC METHOD; CURRICULUM DESIGNS; EDUCATION RESEARCH; EMPIRICAL APPROACH; GEOSCIENCE EDUCATION; LEARNING STRATEGY; PHENOMENOGRAPHY; UNDERGRADUATE INSTRUCTION;

STUDENTS;

EDUCATION; LEARNING; PERCEPTION; RESEARCH; STUDENT;

UNITED KINGDOM;

EID: 79960166563     PISSN: 00721077     EISSN: None     Source Type: Book Series    
DOI: 10.1130/2011.2474(03)     Document Type: Article

References (74)

1. Åkerlind, G.S., 2005, Variation and commonality in phenomenographic research methods: Higher Education Research & Development, v. 24, p. 321-334, doi:10.1080/07294360500284672. (Pubitemid 43084446)
2. Åkerlind, G.S., and Kayrooz, C., 2003, Understanding academic freedom: The views of social scientists: Higher Education Research & Development, v. 22, p. 327-344, doi:10.1080/0729436032000145176. (Pubitemid 37398786)
3. Albert, M., Laberge, S., Hodges, B.D., Regehr, G., and Lingard, L., 2008, Biomedical scientists' perception of the social sciences in health research: Social Science & Medicine, v. 66, p. 2520-2531, doi:10.1016/j.socscimed. 2008.01.052. (Pubitemid 351657637)
4. Ashwin, P., 2005, Variations in students' experiences of the "Oxford Tutorial": Higher Education, v. 50, p. 631-644, doi:10.1007/s10734-004- 6369-6. (Pubitemid 41415391)
5. Ashworth, P., and Lucas, U., 2000, Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research: Studies in Higher Education, v. 25, p. 295-308, doi:10.1080/713696153.
6. Beaty, E.M., 1987, Understanding concepts in social science: Towards an effective evaluation strategy: Instructional Science, v. 15, p. 341-359, doi:10.1007/BF00139620.
7. Bezzi, A., 1999, What is this thing called geoscience? Epistemological dimensions elicited with the repertory grid and their implication for scientific literacy: Science Education, v. 83, p. 675-700, doi:10.1002/(SICI)1098- 237X(199911)83:6〈675::AID-SCE3〉3.0.CO;2-Q.
8. Booth, S., 2008, Researching learning in networked learning- Phenomenography and variation theory as empirical and theoretical approaches, in Hodgson, V., Jones, C., Kargidis, T., McConnell, D., Retalis, S., Stamatis, D., and Zenios, M., eds., Proceedings of the 6th International Conference on Networked Learning: Halkidiki, Greece, p. 450-455, http:// networkedlearningconference.org.uk/past/nlc2008/abstracts/PDFs/Booth-450-455. pdf (accessed 20 September 2010).
9. Bowden, J., Dall'Alba, G., Martin, E., Laurillard, D., Marton, F., Masters, G., Ramsden, P., Stephanou, A., and Walsh, E., 1992, Displacement, velocity, and frames of reference: Phenomenographic studies of students' understanding and some implications for teaching and assessment: American Journal of Physics, v. 60, p. 262-269, doi:10.1119/1.16907.
10. Bradbeer, J., Helaey, M., and Kneale, P., 2004, Undergraduate geographers' understandings of geography, learning and teaching: A phenomenographic study: Journal of Geography in Higher Education, v. 28, p. 17-34, doi:10.1080/0309826042000198611. (Pubitemid 38536585)
11. Cope, C., 2004, Ensuring validity and reliability in phenomenographic research using the analytical framework of a structure of awareness: Qualitative Research Journal, v. 4, p. 5-18.
12. Cousin, G., 2009, Researching Learning in Higher Education: An Introduction to Contemporary Methods and Approaches: Abingdon and New York, Routledge, 257 p.
13. Crawford, K., Gordon, S., Nicholas, J., and Prosser, M., 1994, Conceptions of mathematics and how it is learned: The perspectives of students entering university: Learning and Instruction, v. 4, p. 331-345, doi:10.1016/0959-4752(94)90005-1.
14. Derrida, J., 1978, Structure, sign and play in the discourse of the human sciences (trans. Bass, A.), in Writing and Difference: Chicago, University of Chicago Press, p. 278-293.
15. DfES (Department for Education and Skills), 2003, Widening Participation in Higher Education: London, Department for Education and Skills, 27 p., http://www.bis.gov.uk/assets/biscore/corporate/migratedd/publications/6/ 6820-dfes-wideningparticipation2.pdf (accessed 4 January 2011).
16. Ebenezer, J.V., and Fraser, D.M., 2001, First year chemical engineering students' conceptions of energy in solution processes: Phenomenographic categories for common knowledge construction: Science Education, v. 85, p. 509-535, doi:10.1002/sce.1021.
17. Elkins, J.T., and Elkins, N.M.L., 2007, Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses: Journal of Geoscience Education, v. 55, p. 126-132.
18. Feig, A.D., 2011, this volume, Methodology and location in the context of qualitative data and theoretical frameworks in geoscience education research, in Feig, A.D., and Stokes, A., eds., Qualitative Inquiry in Geoscience Education Research: Geological Society of America Special Paper 474, doi:10.1130/2011. 2474(01).
19. Ford, D.J., 2003, Sixth graders' conceptions of rocks in their local environment: Journal of Geoscience Education, v. 51, p. 373-377. (Pubitemid 37453761)
20. Gobert, J.D., 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, doi:10.1080/095006900416857.
21. Gruber, H.E., 1974, Darwin on Man: A Psychological Study of scientific Creativity: New York, Dutton, 495 p.
22. Harwood, D., and Jackson, P., 1993, "Why did they build this hill so steep?": Problems of assessing primary children's understanding of physical landscape features in the context of the UK National Curriculum: International Research in Geographical and Environmental Education, v. 2, p. 64-79, doi:10.1080/10382046.1993.9964911.
23. Hasselgren, B., and Beach, D., 1997, Phenomenography-A "good-fornothing brother" of phenomenology? Outline of an analysis: Higher Education Research & Development, v. 16, p. 191-202, doi:10.1080/0729436970160206.
24. Hoffman, R.R., 1998, How can expertise be defi ned?, in Williams, R., Faulkner, W., and Fleck, J., eds., Exploring Expertise: New York, Macmillan, p. 81-100.
25. Kempa, R.F., and Orion, N., 1996, Students' perception of co-operative learning in earth science fieldwork: Research in Science & Technological Education, v. 14, p. 33-41, doi:10.1080/0263514960140103.
26. Kern, E.L., and Carpenter, J.R., 1986, Effect of field activities on student learning: Journal of Geological Education, v. 34, p. 180-183.
27. King, C., 2008, Geoscience education: An overview: Studies in Science Education, v. 44, p. 187-222, doi:10.1080/03057260802264289.
28. Kortz, K., and Murray, D., 2009, Barriers to college students learning how rocks form: Journal of Geoscience Education, v. 57, p. 300-315.
29. Kuhn, T.S., 1995, The Structure of scientific Revolutions (3rd ed.): Chicago, University of Chicago Press, 226 p.
30. 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. (Pubitemid 34207129)
31. Libarkin, J.C., Anderson, S.W., Dahl, J., Beilfuss, M., and 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. (Pubitemid 40355268)
32. Lincoln, Y.S., and Guba, E.G., 1985, Naturalistic Inquiry: Beverly Hills, California, Sage Publishing, 416 p.
33. Linder, C.J., and Erickson, G.L., 1989, A study of tertiary physics students' conceptualizations of sound: International Journal of Science Education, v. 11, p. 491-501, doi:10.1080/0950069890110502.
34. Lipsett, A., 2009, Cash-strapped ministers freeze university expansion: The Guardian, London, http://www.guardian.co.uk/education/2009/jan/22/ university-recruitment-cap (accessed 20 September 2010).
35. Loughland, T., Reid, A., and Petocz, P., 2002, Young people's conceptions of environment: A phenomenographic analysis: Environmental Education Research, v. 8, p. 187-197, doi:10.1080/13504620220128248.
36. Mackintosh, M., 2005, Children's understanding of rivers: International Research in Geographical and Environmental Education, v. 14, p. 316-322, doi:10.1080/10382040508668365.
37. Marton, F., 1981, Phenomenography-Describing conceptions of the world around us: Instructional Science, v. 10, p. 177-200, doi:10.1007/BF00132516.
38. Marton, F., 1986, Phenomenography-A research approach to investigating different understandings of reality: Journal of Thought, v. 21, p. 28-49.
39. Marton, F., 1994, Phenomenography, in Husen, T., and Postlethwaite, T.N., eds., The International Encyclopedia of Education (2nd ed.): London, Pergamon, p. 4424-4429.
40. Marton, F., and Booth, S., 1997, Learning and Awareness: Mahwah, New Jersey, Lawrence Erlbaum Associates, 224 p.
41. Marton, F., and Säljö, R., 1976, On qualitative differences in learning: II. Outcome as a function of the learner's conception of the task: The British Journal of Educational Psychology, v. 46, p. 115-127.
42. Marton, F., Dall'Alba, G., and Beaty, L., 1993, Conceptions of learning: International Journal of Educational Research, v. 19, p. 277-300.
43. Mays, N., and Pope, C., 1995, Education and debate: Rigor and qualitative research: British Medical Journal, v. 311, p. 109-112.
44. McKenzie, K., and Schweitzer, R., 2001, Who succeeds at university? Factors predicting academic performance in fi rst year Australian university students: Higher Education Research & Development, v. 20, p. 21-33, doi:10.1080/07924360120043621. (Pubitemid 33260246)
45. McLean, M., 2001, Can we relate conceptions of learning to student academic achievement?: Teaching in Higher Education, v. 6, p. 399-413, doi:10.1080/13562510120061241.
46. Minasian-Batmanian, L.C., Lingard, J., and Prosser, M., 2006, Variation in student reflections on their conceptions of and approaches to learning biochemistry in a fi rst-year health sciences service subject: International Journal of Science Education, v. 28, p. 1887-1904, doi:10.1080/ 09500690600621274. (Pubitemid 44803844)
47. Morris, J., 2006, The implications of either "discovering" or "constructing" categories of description in phenomenographic analysis, in Challenging the Orthodoxies Conference, Middlesex University, December 2006, http://www.m.ac.uk/aboutus/fpr/clqe/docs/Jennymorris.pdf (accessed August 2009).
48. Nussbaum, J., 1985, The Earth as a cosmic body, in Driver, R., Guesne, E., and Tiberghein, A., eds., Children's Ideas in Science: Milton Keynes, UK, Open University Press, p. 170-192.
49. Petcovic, H.L., and Libarkin, J.C., 2007, Research in science education: The expert-novice continuum: Journal of Geoscience Education, v. 55, p. 333-339.
50. Power, C., Robertson, F., and Baker, M., 1987, Success in Higher Education: Canberra, Australian Government Publishing Service, 76 p.
51. Prosser, M., Trigwell, K., and Taylor, P., 1994, A phenomenographic study of academics' conceptions of science learning and teaching: Learning and Instruction, v. 4, p. 217-231, doi:10.1016/0959-4752(94)90024-8.
52. Prosser, M., Walker, P., and Millar, R., 1996, Difference in students' perceptions of learning physics: Physics Education, v. 31, p. 43-48, doi:10.1088/0031-9120/31/1/022. (Pubitemid 126021373)
53. QAA (Quality Assurance Agency for Higher Education), 2007, Benchmark Statement for Environmental Science, Earth Science and Environmental Studies: Gloucester, QAA, 24 p., http://www.qaa.ac.uk/academicinfrastructure/benchmark/ statements/EarthSciences.asp (accessed August 2009).
54. Reid, A., and Petocz, P., 2002, Students' conceptions of statistics: A phenomenographic study: Journal of Statistics Education, v. 10, p. 1-18.
55. Säljö, R., 1979, Learning in the Learner's Perspective: I. Some Common-Sense Conceptions: Department of Education, University of Göteburg, Report 76.
56. Sandbergh, J., 1997, Are phenomenographic results reliable?: Higher Education Research & Development, v. 16, p. 203-212, doi:10.1080/ 0729436970160207.
57. Schoon, K.J., 1992, Students' alternative conceptions of Earth and space: Journal of Geological Education, v. 40, p. 209-214.
58. Scott, P., Asoko, H., and Leach, J., 2007, Student conceptions and conceptual learning in science, in Abell, S.K., and Lederman, N.G., eds., Handbook of Research on Science Education: Mahwah, New Jersey, Lawrence Erlbaum Associates, p. 31-56.
59. Sibley, D.F., 2005, Visual abilities and misconceptions about plate tectonics: Journal of Geoscience Education, v. 53, p. 471-477. (Pubitemid 41599995)
60. Stokes, A., and Anderson, M., 2009, Undergraduate students' conceptions of geology: What are they, and do they change?: Geological Society of America Abstracts with Programs, v. 41, no. 7, p. 156.
61. Stokes, A., Magnier, K., and Weaver, R., 2010, What's the use of fieldwork? Conceptions of students and staff in geography and geology: Journal of Geography in Higher Education, doi:10.1080/03098265.2010.487203 (in press).
62. Svensson, L., 1997, Theoretical foundations of phenomenography: Higher Education Research & Development, v. 16, p. 159-171, doi:10.1080/ 0729436970160204.
63. Svensson, L., and Hogfors, C., 1988, Conceptions as the content of teaching: Improving education in mechanics, in Ramsden, P., ed., Improving Learning: New Perspectives: London, Kogan Page, p. 162-177.
64. Tóth, Z., and Ludányi, L., 2007, Combination of phenomenography with knowledge space theory to study students' thinking patterns in describing an atom: Chemistry Education Research and Practice, v. 8, p. 327-336.
65. 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, doi:10.1080/0950069980200805. (Pubitemid 128692396)
66. 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, doi:10.1080/095006900289778.
67. Trend, R., Everett, L., and Dove, J.E., 2000, Interpreting primary children's representations of mountains and mountainous landscapes and environments: Research in Science & Technological Education, v. 18, p. 85-112, doi:10.1080/02635140050031064.
68. Trigwell, K., 2006, Phenomenography: An approach to research in geography education: Journal of Geography in Higher Education, v. 30, p. 367-372, doi:10.1080/03098260600717489. (Pubitemid 43931909)
69. Tynjälä, P., 1997, Developing education students' conceptions of the learning process in different learning environments: Learning and Instruction, v. 7, p. 277-292, doi:10.1016/S0959-4752(96)00029-1. (Pubitemid 127160104)
70. Walsh, E., 2000, Phenomenographic analysis of interview transcripts, in Bowden, J.A., and Walsh, E., eds., Phenomenography: Melbourne, Australia, MIT Publishing, p. 19-33.
71. Walsh, L.N., Howard, R.G., and Bowe, B., 2007, Phenomenographic study of students' problem solving approaches in physics: Physical Review Special Topics, Physics Education Research, v. 3, 12 p., doi:10.1103/PhysRevSTPER.3.020108.
72. Wandersee, J.H., Mintzes, J.J., and Novak, J.D., 1994, Research on alternative conceptions in science, in Gabel, D.L., ed., Handbook of Research on Science Teaching and Learning: New York, Macmillan Publishing Company, p. 177-210.
73. Watters, D.J., and Watters, J.J., 2007, Approaches to learning by students in the biological sciences: Implications for teaching: International Journal of Science Education, v. 29, p. 19-43, doi:10.1080/09500690600621282. (Pubitemid 44921694)
74. Webb, G., 1997, Deconstructing deep and surface: Towards a critique of phenomenography: Higher Education, v. 33, p. 195-212, doi:10.1023/A: 1002905027633. (Pubitemid 127083455)