Many geoscience phenomena cannot be perceived at human temporal or spatial scales. As a consequence, we can only understand many processes that drive geological phenomena through analogical reasoning. Building deep conceptual understanding requires instruction that activates the appropriate source analogs and allows students to build useful…

There are ongoing calls for research that identifies students' conceptions about geographical phenomena. In response, this study investigates junior secondary school students' (N = 95) conceptions about plate tectonics. Student response data was generated from semi-structured interviews-about-instances and a two-tiered multiple-choice test…

For an inquiry-based alternative to lectures and recall tests, I encouraged learners to become "geotourists"; that is, learners researched and developed a geologic guidebook to a United States National Park of their choice. Over the course of a semester, students wrote chapters on plate tectonics, the rock cycle, geologic history,…

This study examines the effects of a teaching method using 3D virtual reality simulations on achievement and attitude toward science. An experiment was conducted with fifth-grade students (N = 41) to examine the effects of 3D simulations, designed to support inquiry-based science curriculum. An ANOVA analysis revealed that the 3D group scored…