Students' Mental Model Development during Historically Contextualized Inquiry: How the "Tectonic Plate" Metaphor Impeded the Process

Autor/inn/en	Dolphin, Glenn; Benoit, Wendy
Titel	Students' Mental Model Development during Historically Contextualized Inquiry: How the "Tectonic Plate" Metaphor Impeded the Process
Quelle	In: International Journal of Science Education, 38 (2016) 2, S.276-297 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1140247
Schlagwörter	Inquiry; Active Learning; Science Instruction; Earth Science; College Science; Misconceptions; Qualitative Research; Case Studies; Models; Cognitive Structures; Plate Tectonics; Seismology; Figurative Language; Concept Formation; Scientific Concepts; History Instruction; Case Method (Teaching Technique); Foreign Countries; Canada (Calgary) + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften; Missverständnis; Qualitative Forschung; Case study; Fallstudie; Case Study; Analogiemodell; Cognitive structure; Kognitive Struktur; Plattentektonik; Seismologie; Concept learning; Begriffsbildung; History lessons; Geschichtsunterricht; Case method; Fallmethode; Ausland
Abstract	At present, quality earth science education in grade school is rare, increasing the importance of post-secondary courses. Observations of post-secondary geoscience indicate students often maintain errant ideas about the earth, even after direct instruction. This qualitative case study documents model-building activities of students as they experienced classroom instruction that braids history, inquiry, and model-based-learning within the context of earth dynamics. Transcripts of students' conversations, and their written work indicate students primarily employed model accretion to enhance their mental models. Instances of accretion were descriptive, pertaining to what their model consisted of, as opposed to how it explained the target phenomenon. Participants also conflated "continent" with "tectonic plate" and had difficulty attributing elastic properties--the mechanism for earthquakes--to rocks or "plates." We assert that the documented learning difficulties resulted from use of the metaphor "tectonic 'plate,'" reinforced by other everyday experiences and meanings. We suggest students need time with new models or concepts to develop strong descriptions before developing explanations. They need concrete experiences and explicit discussions concerning mapping those experiences to concepts. Lastly, because students often apply common meanings to scientific terms, we should not ask if they understand, but ask how they understand the concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01