EXPLORING VIEWS OF THE GLOBAL HYDROLOGIC CYCLE THROUGH STUDENT INTERVIEWS AND DRAWINGS

Approximately 25 semi-structured interviews were conducted with introductory and non-science major college students from a large state university in the Midwest. Student interviews were concluded in mid to late spring, after students had completed a significant proportion of their college introductory geoscience course. Students were asked to make drawings of the global hydrologic cycle, beginning with the water cycle. Data obtained from both drawings and interviews indicated that students hold a number of misconceptions about Earth’s hydrologic system. Cognitive levels progressed from simple views such as an incomplete water cycle to complex views of the hydrologic system (e.g. how water is stored and moved throughout Earth’s system). Knowledge of such specific misconceptions has implications for teaching introductory geoscience courses which incorporate similar conceptually complex topics, such as the carbon cycle. Recommendations are suggested about how the use of drawing in introductory geology classrooms may also lead to the subsequent development of better pedagogical practices that promote conceptual change.