Geology Misconceptions Targeted by an Overlapping Consensus of US National Standards and Frameworks

Autor/inn/en	Guffey, Sarah K.; Slater, Timothy F.
Titel	Geology Misconceptions Targeted by an Overlapping Consensus of US National Standards and Frameworks
Quelle	In: International Journal of Science Education, 42 (2020) 3, S.469-492 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guffey, Sarah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1715509
Schlagwörter	Geology; Misconceptions; Academic Standards; Educational Change; National Standards; Science Curriculum; Curriculum Development; Scientific Concepts; Student Attitudes; Plate Tectonics; Seismology; Physical Geography; Oceanography; Soil Science + Suchen Sie Ihr Suchwort? Historische Geologie; Missverständnis; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Plattentektonik; Seismologie; Physische Geografie; Ozeanografie; Bodenkunde
Abstract	In the past few decades, scientific and educational entities in the United States have repeatedly expended considerable fiscal and human resources in an effort to establish contemporary education standards, curriculum frameworks, and assessment tools. These efforts are intended to reform the quantity and quality of K-16 Earth science education across the U.S. including, most recently, the Next Generation Science Standards. Most of the reform efforts enthusiastically recommend a constructivist-oriented approach to instruction that requires educators to clearly identify their learning targets. At the same time, a contemporary approach to instruction requires educators to be aware of misconceptions, misunderstandings, naïve beliefs, and alternative frameworks students bring to the learning experience. Although several dated surveys of learners' geology misconceptions exist across the scholarly literature landscape, little of the geology misconceptions literature is systematically organised around the current collections of U.S. national standards and frameworks. Geoscience educators, curriculum developers, and assessment specialists benefit from summaries of misconceptions research organised around various national reform efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01