Geoscience education: An overview

Studies in Science Education

Volumn 44, Issue 2, 2008, Pages 187-222

  King, Chris ^a  

^a KEELE UNIVERSITY   (United Kingdom)

Author keywords

Earth science; Education; Geology; Geoscience; Research; School level

Indexed keywords

EID: 85012493347     PISSN: 03057267     EISSN: 19408412     Source Type: Journal    
DOI: 10.1080/03057260802264289     Document Type: Article

References (176)

1. Adey, P. (2004). The professional development of teachers: Practice and theory. Boston, MA: Kluwer Academic Publishers.
2. Adey, P., Shayer, M., & Yates, C. (2001). Thinking science (3rd ed.). London: Nelson Thornes.
3. American Association for the Advancement of Science (AAAS). Project 2061 website, Summary of instructional analysis ratings in Earth science. Retrieved May 2008, from http://www.project2061.org/publications/textbook/mgsci/report/chart-earth.pdf
4. American Geological Institute. (1967). Earth Science Curriculum Project. Alexandria, VA: Author.
5. Ault, C.R. (1982). Time in geological explanations as perceived by elementary school students. Journal of Geological Education, 30, 304-309.
6. Ault, C.R. (1984). Everyday perspective and exceedingly unobvious meaning. Journal of Geological Education, 32, 89-91.
7. Ault, C.R. (1993). Research on problem solving: Earth science. In D.L. Gable (Ed.), The handbook of research on science teaching and learning. New York: Macmillan.
8. Baker, V.R. (1996). The geological approach to understanding the environment. GSA Today, 6, 41-43.
9. Barba, R.H., & Rubba, P.A. (1993). Expert and novice, earth and space science: Teachers declarative procedural and structural knowledge. International Journal of Science Education, 15(3), 273-282.
10. Ben-Chaim, D., Lappan, G., & Houang, R.T. (1988). The effect of instruction on spatial visualisation skills of middle school boys and girls. American Educational Research Journal, 25, 51-71.
11. Ben-Zvi-Assarf, O., & Orion, N. (2005). The development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42, 518-560.
12. Bezzi, A. (1999). What is this thing called geoscience? Epistemological dimensions elicited with the repertory grid and their implications for scientific literacy. Science Education, 83, 675-700.
13. Birnbaum, S.J., Morris, A.P., & Mcdavid, D.A. (1990). Improving earth science education through teacher enhancement programs. Journal of Geological Education, 38, 213-215.
14. Black, A.A. (2005). Spatial ability and earth science conceptual understanding. Journal of Geoscience Education, 33, 402-414.
15. 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, 26, 1855-1874.
16. Bland, K., Chambers, B., Donert, K., & Thomas, T. (1996). Fieldwork. In P. Bailey & P. Fox (Eds.), Geography teachers’ handbook (pp. 165-175). Sheffield, UK: The Geographical Association.
17. Buck, V. (2006). Field-based learning: A review of published approaches and strategies. Teaching Earth Sciences, 31(2), 40-44.
18. Catley, K.M. (2006). Darwin’s missing link: A novel paradigm for evolution education. Science Education, 90, 767-783.
19. Chang, C.Y. (2001). Comparing the impacts of problem-based computer-assisted instruction and the direct interactive teaching method on student science achievement. Journal of Science Education and Technology, 10, 147-153.
20. Chang, C.Y. (2003a). ‘The development of a multimedia computer-aided tutorial to improve Earth science instruction’, in Earth science for the global community (pp. 28-29). Abstracts of the Fourth GeoSciEd IV Conference, Calgary, Canada.
21. Chang, C.Y (2003b). Teaching earth sciences: Should we implement teacher-directed or student controlled CIA in the secondary classroom? International Journal of Science Education, 25, 427-438.
22. Chang, C.Y., Hua, H.P., & Barufaldi, J.P. (1999). Earth science student attitudes towards a constructivist teaching approach in Taiwan. Journal of Geoscience Education, 47, 331-335.
23. Chang, C.Y., & Mao, S.L. (1999). Comparison of Taiwan science students’ outcomes with inquiry- group versus traditional instruction. Journal of Educational Research, 92, 340-346.
24. Chang, C.Y., & Weng, Y.H. (2002). An exploratory study on student’s problem-solving ability in Earth science. International Journal of Science Education, 24(5), 441-451.
25. Chang, C.Y., & Lee, W.C. (2006). Investigating Earth science teachers’ preferences and practices of goals of Earth science education in Taiwan, in Geoscience education: Understanding system Earth (p. 68). Abstracts of the Fifth GeoSciEd Conference. Hanover, Germany.
26. Clark, I.F. (Ed.). (1999). GeoSciEd III, dedicated to teaching and learning. Third International Conference on Geoscience Education conference proceedings. Canberra: Australian Geological Survey Organisation.
27. Compiani, M., & Carneiro, C.D.R. (1996). The didactic roles played by geological excursions. In D.A.V. Stow & G.H.J. Mccall (Eds.), Geoscience education and training: In schools, universities, for industry and public awareness (pp. 233-242). Rotterdam, The Netherlands: A.A. Balkema.
28. Council for Science and Technology (CST). (2000). Science teachers: A report on supporting and developing the profession of science teaching in primary and secondary schools. London: Her Majesty’s Stationery Office.
29. Crossley, J., & Whitehead, J. (1979). The teaching of geological maps. Geology Teaching, 4, 56-61.
30. Crossley, J., & Whitehead, J. (1980). The teaching of geological maps II. Geology Teaching, 5, 15-19.
31. Dahl, J., Anderson, S.W., & Libarkin, J. (2005). Digging into Earth science: Alternative conceptions held by K-12 teachers. Journal of Science Education, 12, 65-68.
32. Dawkins, K.R., & Dickerson, D.L. (2007). Building a community of teacher learners in an Earth/ environmental science professional development opportunity. Journal of Geoscience Education, 55, 67-71.
33. Dodick, J., & Orion, N. (2002). Introducing evolution to non-biology majors via the fossil record: A case from the Israeli high school system. American Biology Teacher, 65, 185-190.
34. Dodick, J., & Orion, N. (2003a). Geology as an historical science: Its perception within science and the education system. Science and Education, 12, 197-211.
35. Dodick, J., & Orion, N. (2003b). Measuring student understanding of geological time. Science Education, 87, 708-731.
36. Dodick, J., & Orion, N. (2003c). Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching, 40(4), 415-442.
37. Dove, J.E. (1996). Student identification of rock types. Journal of Geoscience Education, 44, 266-269.
38. Dove, J. (1997). Student ideas about weathering and erosion. International Journal of Science Education, 19(8), 971-980.
39. Dove, J. (1998). Students alternative conceptions in Earth science: A review of research and implications for teaching and learning. Research Papers in Education, 13(2), 183-201.
40. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science research into children’s ideas. London: Routledge.
41. Duschl, R.A. (1990). Restructuring science education. New York: Teachers College.
42. Earthlearningidea website. Retrieved May, 2008, from http://www.earthlearningidea.com/
43. Earth System Science Committee. (1988). Earth system science: A program for global change. Washington, DC: National Aeronautics and Space Administration.
44. Elkins, J.T., & 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, 55, 126-152.
45. Fisher, J. (1995). The national science curriculum and the changing nature of geological fieldwork in UK schools: Some implications for site conservation policy, planning and development. International Journal of Environmental Education and Information, 14, 385-392.
46. Fortner, R.W & Mayer, V.J. (Eds.). (1998) Second international conference on geoscience education conference proceedings. Learning about the Earth as a system. Columbus, OH: Ohio State University.
47. Ford, D.J. (2003). Sixth graders’ conceptions of rocks in their local environment. Journal of Geoscience Education, 51, 373-377.
48. Ford, D.J. (2005). The challenges of observing geologically: Third graders’ descriptions of rock and mineral properties. Science Education, 89, 276-295.
49. Frodeman, R.L. (1995). Geological reasoning: Geology as an interpretive and historical science. Geological Society of America Bulletin, 10, 960-968.
50. Frodeman, R.L. (1996). Envisioning the outcrop. Journal of Geological Education, 44, 417-427.
51. Gass, I.G., et al. (1972). S23-Block 2. Field relations. Milton Keynes, UK: The Open University.
52. GeoSciEd VI Organising Committee. (2003). Earth science for the global community. GeoSciEd VI conference proceedings. Calgary, Canada: GeoSciEd VI Organising Committee.
53. Gudovich, Y. (1997). The global carbon cycle as a model for teaching “earth systems" in high school: Development, implementation and evaluation Unpublished master’s thesis, the Weiz- mann Institute of Science, Rehovot, Israel.
54. Gudovich, Y., & Orion, N. (2003). Distance learning as a new tool for studying the earth sciences in high school, in Earth science for the global community (p. 68). Abstracts of the Fourth GeoSciEd Conference, Calgary, Canada.
55. Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.
56. Hansen, K.H., & Hlawatsch, S. (2006). Enactment of Earth system education through curriculum material and in-service workshops, in Geoscience education: Understanding system Earth (p. 102). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
57. Hansen, H., Hlawatsch S., & Lucken, M. (2007). Enactment of a geoscience curriculum by using innovative curriculum materials: An exploratory case study. Geography und ihre Didactik, 35, 287-306.
58. Happs, J.C. (1982). Rocks and minerals. Science Education Research Unit working paper No. 204. New Zealand: Waikato University
59. Happs, J.C. (1985a). Cognitive learning theory and classroom complexity. Research in Science and Technological Education, 3, 159-174.
60. Happs, J.C. (1985b). Regression in learning outcomes: Some examples from earth sciences. European Journal of Science Education, 7, 431-433.
61. Hawley, D. (1998). Being there: A review of field based teaching and learning. In: H. King (comp.) Proceedings of the UK Geosciences fieldwork symposium. Leicester, UK: University of Leicester, Geosciences Education Consortium. Retrieved May, 2008, from: http://www.gees.ac.uk/essd/field.htm#KingH
62. Hawley, D. (2002). Building conceptual understanding in young scientists. Journal of Geoscience Education, 50, 363-371.
63. Heller, R. (1962). Geology and Earth science sourcebook for elementary and secondary schools. New York: Hole, Rinehart & Winston.
64. Hemmer, I., Hemmer, M., Bayrhuber, H., Haussler, P., Hlawatsch, S., Hoffmann, L., et al. (2006). Student’s interests in geo-scientific topics, in Geoscience education: Understanding system Earth (p. 71). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
65. Hidalgo, A.J., & Otero, J. (2004). An analysis of the understanding of geological time by students at secondary and post-secondary level. International Journal of Science Education, 26, 845-857.
66. Hlawatsch, S., Bayrhuber, H, Euler, M., Hansen, K.H., Hilderbrandt, K., Lucius, E.R., & Siemer, F., et al. (2003). Introducing the Earth as a system: An interdisciplinary, computer-based and cooperative teaching unit for the upper secondary education in Germany, in Earth science for the global community (p. 91). Abstracts of the Fourth GeoSciEd Conference, Calgary, Canada.
67. Hlawatsch, S., & Bayrhuber, H, (2006). Earth systems education in Germany: Project ‘System Earth’, in Geoscience education: Understanding system Earth (p. 22). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
68. Hlawatsch, S., Obermaier, G., & Martin, U. (2006). Geoscience education: Understanding system Earth. GeoSciEd V conference proceedings. Hannover, Germany: Deutsche Gesellschaft fur Geowissenschaften.
69. Hume, J.D. (1978). An understanding of geologic time. Journal of Geological Education, 26, 141-143.
70. Ireton, M.F.W., Manduca, C.A., & Mogk, D.W. (1996). Shaping the future of undergraduate earth science education: Innovation and change using an earth system approach. Washington DC: American Geophysical Union.
71. Jenson, M.S., & Finley, F.N. (1996). Changes in students’ understanding of evolution resulting from different curricular and instructional approaches. Journal of Research in Science Teaching, 33, 879-900.
72. Joyce, B., & Showers, B. (1988). Student achievement through staff development. New York: Longman.
73. Kali, Y., & Orion, N. (1996). Spatial abilities of high-school students in the perception of geologic structures. Journal of Research in Science Teaching, 33, 369-391.
74. Kali, Y., Orion, N., & Mazor, E. (1997). Software for assisting high school students in the spatial perception of geological structures. Journal of Geoscience Education, 45, 10-21.
75. Kali, Y., Orion, N., & Eylon, B-S. (2003). The effect of knowledge integration activities on students’ perceptions of the earth’s crust as a cyclic system. Journal of Research in Science Teaching, 40(6), 545-565.
76. Kesidou, S., & Roseman, J.E. (2002). How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. Journal of Research in Science Teaching, 39, 522-549.
77. Kempa, R.F., & Orion, N. (1996). Students’ perception of co-operative learning in Earth science fieldwork. Research in Science and Technological Education, 14(1), 33-41.
78. King, C. (2000). The Earth’s mantle is solid: Teachers’ misconceptions about the Earth and plate tectonics. School Science Review, 82, 57-64.
79. King, C. (2001). The response of teachers to new content in a National Science Curriculum: The case of the Earth-science component. Science Education, 85, 636-664.
80. King, C., Orion, N., & Thompson, D. (1995). Earth science in Britain and on the world stage. School Science Review, 77, 121-124.
81. King, C., Brooks, M., Gill, R., Rhodes, A., & Thompson, D. (1999). Earth science in GCSE science syllabuses and examinations. School Science Review, 80, 87-93.
82. King, C., Fleming, A., Kennett, P., & Thompson, D. (2003). Can you believe everything you read? What some science textbooks say about Earth Science. Teaching Earth Sciences, 28(2), 8-13.
83. King, C., Edwards, N., & Hughes, E. (2004). Earth science in GCSE Double Award Science specifications. Keele, UK: The Earth Science Education Unit, Keele University.
84. King, C., Fleming, A., Kennett, P., & Thompson, D. (2005). How effectively do science textbooks teach Earth Science? School Science Review, 87(318), 95-104.
85. King, C., & Hughes, E. (2007). Comparisons of the Earth science-related content of GCSE science specifications in England, Wales and Northern Ireland. Keele, UK: The Earth Science Education Unit, Keele University.
86. King, C., & Lydon, S. (2007). Educating science teachers in Earth science teaching: The Earth Science Education Unit initiative in England and Wales and its transfer to Scotland. Geography und ihre Didactik, 35, 272-286.
87. Kusnick, J. (2002). Growing pebbles and conceptual prisms: Understanding the sources of student misconceptions about rock formation. Journal of Geoscience Education, 50, 31-39.
88. Leather, A.D. (1987). Views of the origin and nature of earthquakes and oil held by eleven- to seventeen-year-olds. Geology Teaching, 12, 102-108.
89. Lee, H., & Fortner, R.W. (2003). Implementation of the Integrated Earth Systems Science Curriculum: A case study, in Earth science for the global community (p. 115). Abstracts of the Fourth GeoSciEd IV Conference, Calgary, Canada.
90. Lee, H., Kim, J.L., & Mayer, V. (2003). International comparison of middle school students’ understanding of Earth systems concepts and environmental topics: An exploratory study, in Earth science for the global community (p. 117). Abstracts of the Fourth GeoSciEd Conference, Calgary, Canada.
91. Lee, W.C., & Chang, C.Y. (2006). Secondary school teachers’ expected Earth science literacy of students in Taiwan, in Geoscience education: Understanding system Earth (p. 69). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
92. Libarkin, J.C. (2006). College student conceptions of geological phenomena and their importance in classroom instruction. Planet, 17, 6-9.
93. Libarkin, J.C., & Anderson, S.W. (2005). Assessment of learning in entry-level geoscience courses: Results of the geoscience concept inventory. Journal of Geoscience Education, 53, 394-401.
94. Libarkin, J.C., Dahl, J., Beilfuss, M., & Boone, W. (2005). Qualitative analysis of college students’ ideas about the Earth: Interviews and open-ended questionnaires. Journal of Geoscience Education, 53, 17-26.
95. Libarkin, J.C., & Kurdzeil, J.P. (2006). Ontology and the teaching of Earth system science. Journal of Geoscience Education, 54, 408-413.
96. 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, 19, 83-87.
97. Lonergan, N., & Andresen, L.W. (1988). Field-based education: Some theoretical considerations. Higher Education Research and Development, 7, 63-77.
98. Lovelock, J.E. (1979). Gaia: A new look at life on Earth. Oxford: Oxford University Press.
99. Lovelock, J.E., & Margulis, L. (1974). Atmospheric homeostasis by and for the biosphere: The Gaia hypothesis. Tellus, 26(1), 2-10.
100. Lucken, M., Hlawatsch, S., & Raack, N. (2006). Promoting system competency with ‘System Earth’ education: Evaluation results of the German project ‘Forschungsdialog: System Erde’, in Geoscience education: Understanding system Earth (p. 81). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
101. Lydon, S., & King, C. (2003). Earth science in secondary schools in England and Wales: Teacher attitudes and levels of teaching, in Earth science for the global community (p. 126-127). Abstracts of the Fourth GeoSciEd IV Conference, Calgary, Canada.
102. Lydon, S., & King, C. (in press). Can a single, short CPD workshop cause change in the classroom? Journal of In-Service Education.
103. Marlow, M.P., Wright, J.L., & Hand, J.D. (2003). A palaeontology network enquiry consortium: Impact on teacher practice. Journal of Geological Education, 51, 313-116.
104. Marques, L.F. (1988). Alternative frameworks for urban Portuguese pupils age 10-11 and 14-15 with respect to earth, life and volcanoes Unpublished Masters dissertation, Keele University, UK.
105. Marques, L.F., & Thompson, D. (1997a). Portuguese students’ understanding at age 10-11 and 1415 of the origin and nature of the Earth and the development of life. Research in Science and Technology Education, 15, 29-51.
106. Marques, L.F., & Thompson, D. (1997b). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17. Research in Science and Technological Education, 15, 195-222.
107. Marques, L., Praia, J., & Kempa, R. (2003). A study of students’ preconceptions of the organization and effectiveness of fieldwork in earth sciences education. Research in Science and Technological Education, 21, 265-278.
108. Mayer, V.J. (1991). Framework for Earth systems education. Science Activities, 28(1), 8-9.
109. Mayer, V.J. (1995). Using the earth system for integrating the science curriculum. Science Education, 79, 375-391.
110. Mayer, V.J. (1997). Global science literacy: An Earth system view. Journal of Research in Science Teaching, 34, 101-105.
111. Mayer, V.J. (Ed). (2002). Global science literacy. Dordrecht, The Netherlands: Klewer.
112. Mayer, V.J. (Ed). (2003). Implementing global science literacy. Columbus, OH: Ohio State University.
113. Mayer, V.J., & Armstrong, R.E. (1990). What every 17-year-old should know about planet earth: The report of a conference of educators and geoscientists. Science Education, 74, 155-165.
114. Mayer, V.J., & Kumano, Y. (1999). The role of system science in future school science curricula. Studies in Science Education, 34, 71-91.
115. Mayer, V.J., & Tokuyama, A. (2002). Evolution of global science literacy as a curriculum construct. In V.J. Mayer, (Ed.), Global science literacy. Dordrecht, The Netherlands: Klewer.
116. McPhee, J. (1981). Basin and range. New York: Farrer, Strauss and Giroux.
117. Midyan, Y., & Orion, N. (2003). Attitudes of Israeli elementary science teachers towards the implementation of outdoor learning activities as an integral part of an Earth science unit, in Earth science for the global community (p. 143-144). Abstracts of the Fourth GeoSciEd Conference, Calgary, Canada.
118. National Aeronautics and Space Administration (NASA). (1988). Earth system science overview: A program for global change. Washington, DC: NASA.
119. National Research Council (NRC) (1966a). From analysis to action: Undergraduate education in science, mathematics, engineering and technology. Washington, DC: National Academy Press.
120. NRC. (1966b). National science education standards. Washington, DC: National Academy Press.
121. NRC. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
122. National Science Foundation (NSF) (1996). Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology (NSF 96-139). Arlington, VA: Author.
123. Oldroyd, D.R. (1996). Thinking about the Earth: A history of ideas in geology. London: Athlone.
124. Orion, N. (1993). A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics, 93(6), 325-331.
125. Orion, N. (2007). A holistic approach for science education for all. Eurasia Journal of Mathematics, Science & Technology Education, 3, 111-118.
126. Orion, N., & Hofstein, A. (1991). The measurement of students’ attitudes towards scientific field trips. Science Education, 75(5), 513-523.
127. Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31, 1097-1119.
128. Orion, N., & Thompson, D.B. (1996). Changes in perceptions and attitudes of pre-service postgraduate secondary school science teachers. International Journal of Science Education, 18, 577-599.
129. Orion, N., Ben-Chaim, D., & Kali, Y. (1997). Relationship between Earth science education and spatial visualization. Journal of Geoscience Education, 45, 129-132.
130. Orion, N., King, C., Krockover, G.H., & Adams, P.E. (1999a). The development and status of Earth science education: A comparison of three case studies from Israel, England and Wales and the United States of America (Part I). Science Education International, 10(2), 13-23.
131. Orion, N., King, C., Krockover, G.H & Adams, P.E. (1999b). The development and status of Earth science education: A comparison of three case studies from Israel, England and Wales and the United States of America (Part II). Science Education International, 10(3), 19-27.
132. Orion, N. (2002). An Earth systems curriculum development model. In V.J. Mayer, (Ed.), Global science literacy (pp. 159-168). Dordrecht, The Netherlands: Kluwer Academic.
133. Orion, N., & Kali, Y. (2005). The effect of an earth-science learning program on students’ scientific thinking skills. Journal of Geoscience Education, 53, 377-393.
134. Orion, N., & Ault, C. (2007). Learning Earth sciences. In S. Abell, & N. Lederman (Eds.), Handbook of research on science teaching and learning. New Jersey: Lawrence Erlbaum.
135. Oversby, J. (1996). Knowledge of earth science and the potential for its development. School Science Review, 78(283), 91-97.
136. Piaget, J. (1929). The child’s conception of the world. London: Routledge.
137. Qualifications and Curriculum Agency (QCA). (1999). The national curriculum for England: Science. London: HMSO.
138. QCA. (2004). The national curriculum for England: Science. London: HMSO.
139. QCA Website. KS3 programme of study. Retrieved May, 2008, from http://curriculum.qca.org.uk/key-stages-3-and-4/index.aspx
140. Raia, F. (2005). Students’ understanding of complex dynamic systems. Journal of Geoscience Education, 53, 297-308.
141. Rebelo, D., Marques, L., Marques, E., & Morgado, M. (2003a). Perspectives of Portuguese students and teachers about fieldwork and curriculum materials designed, in Earth science for the global community (p. 193-195). Abstracts of the Fourth GeoSciEd IV Conference. Calgary, Canada.
142. Rebelo, D., Marques, L., Marques, E., & Morgado, M. (2003b). Teacher training experience towards the improvement of teachers’ preparation to develop curricular outdoor activities: A Portuguese perspective, in Earth science for the global community (p. 196-197). Abstracts of the Fourth GeoSciEd IV Conference, Calgary, Canada.
143. Reynolds, S.J., Piburn, M.D., Leedy, D.E., Mcauliffe, C.M., Birk, J.P., & Johnson, J.K. (2002). The hidden Earth: Visualization of geologic features and their subsurface geometry. Paper presented at the National Association for Research in Science Teaching annual meeting, New Orleans.
144. Reynolds, S.J., Johnson, J.K., Piburn, M.D., Leedy, D.E, Coyan, J.A., & Busch, M.M. (2005). Visualization in undergraduate geology courses. In J.K. Gilbert (Ed.), Visualization in science education (pp. 253-266). Boston: Kluwer.
145. Ross, K.E.K., & Shuell, T.J. (1993). Children’s beliefs about earthquakes. Science Education, 77, 191-205.
146. Rutin, J., & Sofer, S. (2007). Israeli students’ awareness of earthquakes and their expected behaviour in the event of an earthquake. School Science Review, 88, 57-62.
147. Selles-Martinez, J. (2006). Misleading analogies of mantle dynamics introduce the belief that it is liquid, in Geoscience education: Understanding system Earth (p. 75). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
148. Selles-Martinez J. (2007). Misleading analogies that lead to the belief that the mantle of the Earth is liquid. Geography und ihre Didactik, 35, 207-217.
149. Schools Council Geology Curriculum Review Group. (1977). Schools Council working paper 58: Geology in the school curriculum. London: Evans Methuen.
150. Schoon, K.J. (1992). Students’ alternative conceptions of earth and space. Journal of Geological Education, 40, 209-214.
151. Schoon, K.J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of Elementary Science Education, 7, 27-46.
152. Schreiner, C., Henriksen, E.K., & Kirkeby Hansen, P.J. (2005). Climate education: Empowering today’s youth to meet tomorrow’s challenges. Studies in Science Education, 41, 3-50.
153. Schwerin, T.G., Botti, J., Dauksys, C., Low, R., Myers, R., & Slatter, W. (2006). Earth System Science Education Alliance: Online professional development for K-12 Teachers. Journal of Geoscience Education, 54, 215-222.
154. Sharp, J.G., Mackintosh, A.P., & Seedhouse, P. (1995). Some comments on children’s ideas about Earth’s structure, volcanoes, earthquakes and plates. Teaching Earth Sciences, 20, 28-30.
155. Sibley, D.F., Anderson, C.W., Heidemann, M., Merrill, J.E., Parker, J.M., & Szymanski, D.W. (2006). Box diagrams to assess students’ systems thinking about the rock, water and carbon cycles. Journal of Geoscience Education, 55, 138-146.
156. Sommer, C. (2006). Elementary students’ system competency, in Geoscience education: understanding system Earth (p.79). Abstracts of the Fifth GeoSciEd Conference, Hannover, Germany.
157. Steer, D.N., Knight, C.C., Owens, K.D., & Mcconnell, D.A. (2005). Challenging students ideas about Earth’s interior structure using a model-based, conceptual change approach in a large class setting. Journal of Geoscience Education, 53, 415-421.
158. Stern, L., & Ahlgren, A. (2002). Analysis of students’ assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards. Journal of Research in Science Teaching, 39, 889-910.
159. Stern, L., & Roseman, J.E. (2004). Can middle school science textbooks help students learn important ideas? Findings from Project 2061s curriculum evaluation study: Life science. Journal of Research in Science Teaching, 41(6), 538-568.
160. Stofflett, R.T. (1993). Preservice elementary teachers’ knowledge of the rock cycle. Journal Geological Education, 41, 226-230.
161. Stofflett, R.T. (1994). Conceptual change in elementary schoolteacher candidate knowledge of rock cycle processes. Journal of Geological Education, 42, 494-500.
162. Stow, D.A.V., & Mccall, G.J.H. (Eds.). (1996). Geoscience education and training in schools and universities for industry and public awareness. Rotterdam, The Netherlands: Balkema.
163. Thompson, D.B. (1974). Types of geological fieldwork in relation to the objectives of teaching science. Geology, 6, 52-61.
164. Thompson, D.B. (1979). Recommendations on the geology-Earth science content of the core curriculum for science. Geology Teaching, 4, 50-54.
165. Thompson, D.B. (1982). On discerning the purposes of geological fieldwork. Geology Teaching, 7, 59-65.
166. Thompson, D., Praia, J., & Marques, L. (2000). The importance of history and epistemology in the designing of Earth science curriculum materials for general science education. Research in Science and Technological Education, 18, 45-62.
167. Trend, R. (1998). An investigation into understanding of geological time among 10- and 11-year-old children. International Journal of Science Education, 20, 973-988.
168. 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, 22, 539-555.
169. Trend, R. (2001a). Deep time framework: A preliminary study of UK primary teachers’ conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching, 38(2), 191-221.
170. Trend, R. (2001b). An investigation into the understanding of geological time among 17-year-old students, with implications for the subject matter knowledge of future teachers. International Research in Geographical and Environmental Education, 10, 298-321.
171. Trend, R. (2004). Children’s personal interests in selected geoscience topics. Teaching Earth Sciences, 29(1), 9-18.
172. Trend, R. (2005). Individual, situational and topic interest in geoscience among 11- and 12-year-old children. Research Papers in Education, 20, 271-302.
173. Tsai, C.C. (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students’ worldviews. International Journal of Science Education, 23(10), 1007-1016.
174. UK Earth Science Courseware Consortium (UKESCC) website. Retrieved May, 2008, from http://www.ukescc.co.uk/
175. Vasconcelos, C., & Salvador, P. (2003). Scale for the evaluation of outdoor activities in natural sciences, in Earth science for the global community (pp. 248-249). Abstracts of the Fourth GeoSciEd IV Conference, Calgary, Canada.
176. Westerback, M.E., Gonzalez, C., & Primavera, L.H. (1985). Comparisons or preservice elementary teachers’ anxiety about teaching students to identify minerals and rocks and students in geology courses’ anxiety about identification of minerals and rocks. Journal of Research in Science Teaching, 22, 63-79.