Mapping the Increasing Sophistication of Students' Understandings of Plate Tectonics: A Learning Progressions Approach

Autor/inn/en	McDonald, Scott; Bateman, Kathryn; Gall, Helen; Tanis-Ozcelik, Arzu; Webb, Aubree; Furman, Tanya
Titel	Mapping the Increasing Sophistication of Students' Understandings of Plate Tectonics: A Learning Progressions Approach
Quelle	In: Journal of Geoscience Education, 67 (2019) 1, S.83-96 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDonald, Scott) ORCID (Bateman, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2018.1550972
Schlagwörter	Plate Tectonics; Earth Science; Grade 6; Grade 7; Grade 8; Grade 9; Middle School Students; Science Education; Concept Mapping; Student Attitudes; College Faculty; College School Cooperation; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Plattentektonik; Earth sciences; Geowissenschaften; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Concept Map; Schülerverhalten; Fakultät
Abstract	Plate tectonics is the organizing paradigm of geosciences, but it is also conceptually complex, and students often struggle with developing a system level understanding of the earth. This article reports on research designed to create a characterization of the different levels of sophistication around plate tectonics in the form of a learning progression for middle grades (grades 6--9). A learning progression is an educational research construct that can guide curriculum, assessment, and instruction by creating a description not just of students' misunderstandings but of a sequential pattern of increasingly sophisticated and productive student conceptions. This article reports on research findings from a 7-year National Science Foundation-funded project focused on the teaching and learning of earth and space science, which engaged in hundreds of conceptual interviews with students in diverse contexts across the state of Pennsylvania. This article focuses on the implications for higher education faculty in geosciences with regard to the preparation of students, the likely alternative conceptions they may hold, and hence instructional approaches to help their ideas mature toward a normative scientific understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01