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Initial knowledge state of college-level introductory geology students in the United States
Cordões arenosos fluviais em vista aérea do Rio Tocantins, região entre Estreito e Carolina, Maranhão.
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Palavras-chave

Misconceptions. Preconceptions. Alternative-conceptions.

Como Citar

ANDERSON, Steven William; MANZANARES, Amanda. Initial knowledge state of college-level introductory geology students in the United States. Terrae Didatica, Campinas, SP, v. 14, n. 3, p. 326–329, 2018. DOI: 10.20396/td.v14i3.8653534. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/td/article/view/8653534. Acesso em: 21 jul. 2024.

Resumo

The initial knowledge of college-level introductory geoscience students is poorly understood, yet greatly affects the ability of instructors to create an effective learning environment. Here we review past research into several fundamental Geoscience con-cept areas to better understand misconceptions, alternative conceptions and preconceptions related to Geologic Time, Plate Tec-tonics and geohazards. We combine this review of past work with new research on what students understand about minerals in order to address the disconnect between instructors´ perceptions of their students´ initial knowledge, with what the students ac-tually understand, in order to create a basis for decisions on course structure and pedagogy.
https://doi.org/10.20396/td.v14i3.8653534
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Referências

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