153 Geoscience Education II: K–12, Teaching Strategies

Thursday, 8 November 2001
8:00 AM - 12:00 PM

PERCEPTIONS OF GEOLOGICAL CONCEPTS IDENTIFIED BY AAAS FOR GEOSCIENCE LITERACY, K-12, HELD BY PRE-SERVICE AND IN-SERVICE TEACHERS OF SCIENCE, PRE AND POST INSTRUCTION

Paper number: 153-11
Program: Technical Sessions
Time: 8:00 AM – 12:00 PM

Authors

Abstract

Perceptions of geological concepts identified by AAAS for geoscience literacy, 6-12th grades and held by K-12 pre-service and in-service teachers of science were studied with a pre and post assessment instrument developed from the Atlas of Science Literacy, AAAS, 2001, “Processes that Shape the Earth, Changes in the Earth’s Surface”. In-service high school science teachers, “semi-experts” for this study, were given 40 hours instructional time focused on geological concepts included in the California Science Education Standards. Undergraduate students in a 5 quarter unit introductory geology course required of majors and pre-service secondary science teachers, or enrolled in a two quarter unit course required of pre-service elementary teachers, were considered “novices”. Course instruction directly or indirectly included the concepts identified by AAAS. Four instructors agreed to survey their geology students. Three instructors’ students completed the pre and post and assessment with usable data.

The study analyzed fifteen assessment items structured as open-ended responses to True/False questions, matching pre and post instruction responses by identified individual students. Analysis was based on concepts expressed in relation to the statement prompts. Responses were grouped by type of response for each question and coded within each question by geological accuracy as reflected in the data provided. The semi-novice in-service teacher response categories and accompanying codes were used as categories for comparison with the novice undergraduate students’ responses.

An analysis was done of emerging patterns of 1) types of concepts expressed in relation to geological statement prompts, 2) changes in responses, pre and post instruction, 3) mismatched perceptions and terminology, 4) persistent confused or vague conceptions, 5) appropriate conceptions, and 6) comparison of semi-expert to novice geological conceptions.

An analysis was also done regarding the patterns of strengths and limitations of assessment based on true/false prompts and accompanying open ended responses.

Recommendations for geology instruction and research were developed.