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Conceptual Difficulties in learning Geoscience: a pilot study

Investigating difficulties in learning geoscience, focusing on holistic Earth understanding, spatial scale, geological time, changing landscapes. Methodology involves grounded theory, online surveys, and interviews at various universities. Identified challenging concepts include mineralogy, map reading, structural geology. Reasons for difficulties range from terminology to abstract visualization. Suggestions for further research include expanding datasets, developing checklists, and task-based questions.

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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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