31 Transforming Geoscience Education: Reimagining how we teach the Earth

This session will explore innovative and student-driven approaches to geoscience education. Contributions may focus on either design and implementation or research on evidence-based instructional strategies like active learning, project-based learning, field experiences, and others.

Tuesday, 10 March 2026
1:30 PM - 5:00 PM
RCC, 105

Conceptions, Misconceptions, and Teaching Confidence in Earth Systems Among Nigerian Pre-Service Teachers

Paper number: 31-4
Program: Technical Sessions
Time: 2:30 PM – 2:45 PM

Authors

Abstract

Effective Earth science teaching requires an accurate understanding of Earth system processes and the ability to communicate interconnected ideas. This study examines the conceptions and misconceptions held by Nigerian pre-service Earth science teachers, their confidence in and beliefs around teaching core Earth system topics, and the pedagogical content knowledge supports they identify as necessary for effective instruction. Data were collected from 45 pre-service teachers using an Earth Systems Thinking Concept Test, a cycle-specific concept-mapping task focused on the hydrologic, rock, or carbon cycle, the Science Teaching Efficacy Belief Instrument, and open-ended prompts on instructional needs collected through semi-structured interviews. Analyses included descriptive statistics, topic-level comparisons, and multiple linear regression with robust standard errors. Results show persistent misconceptions across topics, including difficulty distinguishing stocks from fluxes, treating feedback as simple cause–and–effect relationships, and confusing short-term surface processes with long-term geologic cycles, particularly within the carbon system. Participants also showed limited integration of human activities as drivers of Earth system change. Regression results indicate that conceptual understanding and concept-map quality are significant predictors of personal science teaching efficacy, while age, gender, and limited teaching experience contribute weakly. Teaching confidence is moderate to high across hydrologic, rock, and carbon topics, with no statistically significant differences by topic. Open-ended responses highlight needs for instructional models, visual aids, real-world examples, guided lesson structures, and assessment tools. These findings suggest that pre-service teachers may report confidence despite unresolved misconceptions and reinforce the need for Nigerian teacher preparation programs to strengthen Earth systems thinking and provide targeted pedagogical support.

Geological Society of America Abstracts with Programs. Vol. 58, No. 1

doi: 10.1130/abs/2026SE-411823

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