Heat transfer is widely taught in secondary Earth science and physics. Researchers have identified many misconceptions related to heat and temperature. These misconceptions primarily stem from hunches developed in everyday life (though the confusions in terminology often worsen them). Interactive computer simulations that visualize thermal energy,…

A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

In spite of the importance of geological time in evolutionary biology, misconceptions about historical events in the history of life on Earth are common. Glenn (1990) has documented a decline from 1960 to 1989 in the amount of space devoted to the history of life in high school earth science textbooks, but we are aware of no similar study in…

In this article, the students teachers' opinions, including rock formation and improper terms related to or different from these ideas, all of which are considered or must be considered in geology classes, have been analyzed. Alternative conception is used to inform our understanding of students teachers' ideas and describe any conceptual…

This article describes the rationale for, and development of, an online instrument that helps identify commonly held science misconceptions. Science Beliefs is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. It utilizes a true or false, along with a written-explanation, format. The true or…

Geoscience educational publications are reviewed in seven areas to identify future directions for curriculum development, professional development and research. The review shows that: effective teaching methods encompassing broad geoscience study still need extensive research; whilst some valuable materials have been developed for the teaching of…

Reports on students' preexisting knowledge and examines misconceptions among nonscience major undergraduate students. Focuses on evaluating results of misconceptions in selected astronomy courses. (YDS)

Discusses students' misconceptions on evaporation of water considering the errors in geoscience textbooks. (YDS)

Balls made of modelling clay (Plasticine[TM]) can be used to generate a classroom discussion about the scientific evidence used to determine the structure of the Earth. This allows pupils to appreciate how evidence is used to support hypotheses and to distinguish fact from hypothesis. It also provides opportunity to correct misconceptions held by…

Presents research on different techniques to determine the level of understanding among middle school students regarding the phases of the moon. Quotes student responses to provide some insight into students' level of understanding of general knowledge about the moon, moon phases, and modeling the phases. Presents implications for teachers. (KHR)

Discusses some misconceptions relating to location and to the earth's hydrosphere, atmosphere, and lithosphere. Provides correction and explanation of various phenomena. Includes ocean names and sizes, sea level, coriolis effect, greenhouse effect, lightning, magma, and mass wasting. Suggests that myths can be dispelled by exposure combined with…

Discusses some of the ways that some scientific concepts evolve and are perpetuated, even if they are not completely accurate. Uses the example of groundwater, citing numerous ways that various people understand it and, in many cases, form misconceptions. (TW)

Describes a survey of Greek schoolchildren's alternative conceptions about weather and climate. Finds that misconceptions exist, including confusion between the meanings of the terms "weather" and "climate", inflated estimates of temperature, and a belief that yearly weather data define climate. Suggests ways to help students…

Earth science teachers know how frustrating it can be to spend hundreds of dollars on three-dimensional (3-D) models of Earth's geologic features, to use the models for only a few class periods. To avoid emptying an already limited science budget, the author states that teachers can use a simple alternative to the expensive 3-D models--sand. She…