The study and understanding of paleomagnetism has been pivotal in the development of the theory of plate tectonics. When it is taught in schools there are a number possible misconceptions that need to be addressed. This article attempts to provide an explanation of rock magnetism as well as strategies to avoid reinforcing some commonly identified…

This study examined middle school students' knowledge and beliefs about earthquake and tsunami through a multidimensional perspective of conceptual change theory. Four related constructs of conceptual change were examined including students' science knowledge, preparedness knowledge, ontological beliefs, and epistemic beliefs. Students responded…

International research has recognized numerous alternative conceptions and obstacles to learning about Earth dynamics. The objective of this research was to evaluate the impact of a teaching intervention that incorporates models and scientific inquiry to promote understanding about Earth dynamics in a group of seventh grade students at a school in…

The elastic rebound theory is a fundamental explanatory geoscience construct introduced in most introductory undergraduate geoscience courses. Classroom experience, supported by a recent case study of undergraduate students' model-building activities, indicates that learning this theory tends to be incomplete, in spite of instruction employing…

At present, quality earth science education in grade school is rare, increasing the importance of post-secondary courses. Observations of post-secondary geoscience indicate students often maintain errant ideas about the earth, even after direct instruction. This qualitative case study documents model-building activities of students as they…

Should instructors assume that students possess conceptual knowledge of plate tectonics when they reach a second college geoscience course? Five cohorts in a historical geology course over 5 y--a total of 149 students--completed an in-class assignment in which they drew sketches of plate boundaries with required annotations. Analysis of the…

This study investigated the relations among preservice elementary teachers' ideas about evolution, their understanding of basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and…

Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited…

This study investigates student misconceptions in the areas of continent, ocean, permanence of ocean basins, continental drift, Earth's magnetic field, and plates and plate motions. A teaching-learning model was designed based on a constructivist approach. Results show that students held a substantial number of misconceptions. (Author/DKM)