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Conceptual Difficulties in learning Geoscience: a pilot study

Conceptual Difficulties in learning Geoscience: a pilot study. Dr Helen King http://www.helenkingconsultancy.co.uk. What aspects of learning Geoscience do students have difficulty with?.

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Conceptual Difficulties in learning Geoscience: a pilot study

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  1. Conceptual Difficulties in learning Geoscience: a pilot study Dr Helen King http://www.helenkingconsultancy.co.uk

  2. What aspects of learning Geoscience do students have difficulty with? • Holistic understanding of the Earth as an integrated system (e.g. Ben-Zvi-Assaraf & Orion,2005; Blake, 2005; Dal, 2007) • Spatial scale (e.g. Ault, 1984; Kusnick, 2002; Dickerson et al, 2005) • Geological time (e.g. Trend, 2001; Kusnick, 2002; Dodick & Orion, 2003; Libarkin et al, 2007) • Changing landscapes (e.g. Kusnick, 2002; Blake, 2005; Dal, 2007) • Abstract concepts (e.g. Dove, 1998) • 3D Visualisation (e.g. Dove, 1998; Kali & Orion, 1996; Kastens & Ishikawa, 2006)

  3. Methodology • Grounded theory approach • On-line survey with students & faculty • University of Calgary • University of Colorado at Boulder • University of Plymouth • Follow-up interviews • Coding of data

  4. Questions • What geoscience concept has been difficult for you [your students] to understand? • In what ways was this concept difficult for you [your students]? • How did professor(s) help? What else might have helped? • Interesting aspects of Geoscience • Thinking about / viewing the world differently

  5. Difficult Concepts

  6. Difficult Concepts • Mineralogy & Crystallography • Map Reading & Interpretation • Structural Geology • Stratigraphy & space / time relationships • Chemistry / Geochemistry • Metamorphism • Terminology & Memorisation

  7. Reasons for Difficulties

  8. Reasons for Difficulties • Terminology & memorisation • Spatial Literacy • Problems with math or science • Abstract / visualising the unseen • Issues with teaching or learners • Geological time • Hard to grasp

  9. Reasons for Difficulties

  10. Further research... • Increase dataset for questionnaire & interviews; • Check-list to quantify extent of difficulties; • Task-based questions to seek hidden difficulties. • Build up a framework...

  11. What on Earth are they thinking? • Terminology • Spatial Literacy • Math & science • Abstract concepts • Geological time • Earth systems • Changing • Landscapes • Learning & • Teaching • Alternative Conceptions • Troublesome Knowledge (ritual, inert, tacit) • Cognitive Development

  12. Transformation • “All the time, Looking at mountains and the land. Everything looks different for me and I like to explain to other people what everything means.” • “I have better appreciation for where goods come from. ...” • “I think more in three and four dimensions now than when I first started my undergrad....” • “...I learned change is really the status quo for any location on earth. I am also now horrified by the lack of science in schools and public policy. ”

  13. Acknowledgements Thank you to the faculty and students who participated in this research for sharing their perspective on learning Geoscience. This research was funded by a grant from the UK Higher Education Academy Subject Centre for Geography, Earth & Environmental Sciences (GEES): http://www.gees.ac.uk/

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