Initial knowledge state of college-level introductory geology students in the United States
The initial knowledge of college-level introductory geoscience students is poorly understood, yet greatly affects the ability of instructors to create an effective learning environment. Here we review past research into several fundamental Geoscience con-cept areas to better understand misconception...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista Terrae didatica (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8653534 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/td/article/view/8653534 |
| Access Level: | acceso abierto |
| Palabra clave: | Misconceptions. Preconceptions. Alternative-conceptions. |
| Sumario: | The initial knowledge of college-level introductory geoscience students is poorly understood, yet greatly affects the ability of instructors to create an effective learning environment. Here we review past research into several fundamental Geoscience con-cept areas to better understand misconceptions, alternative conceptions and preconceptions related to Geologic Time, Plate Tec-tonics and geohazards. We combine this review of past work with new research on what students understand about minerals in order to address the disconnect between instructors´ perceptions of their students´ initial knowledge, with what the students ac-tually understand, in order to create a basis for decisions on course structure and pedagogy. |
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