USING STUDENTS' PRIOR KNOWLEDGE TO TEACH ABSTRACT EARTH-SCIENCE CONCEPTS

Before they enter the science classroom, students already have a large amount of prior knowledge. Some of this knowledge is inconsistent with scientific conceptions and must be overturned for effective learning to occur. However, students also have knowledge about a variety of everyday observations and experiences that can be used to facilitate learning. Appealing to students’ prior observations and experiences can make abstract concepts seem familiar. For example, everyday objects exemplify mineral properties, rock textures, and fossil symmetry. Many everyday experiences are similar to lunar and planetary motions or a variety of Earth processes. Misconceptions frequently are addressed during teaching, but useful prior knowledge often is not used to greatest advantage.