MISCONCEPTIONS RELATING TO NATIONAL SCIENCE STANDARDS FOR EARTH SCIENCE: A REVIEW

A rich literature documents the origin and variety of earth science misconceptions as well as teaching strategies to address misconceptions. Surprisingly, there has been little effort to provide easy teacher access to earth science misconceptions in relation to National Science Content Standards. We conducted an extensive review of the literature on misconceptions relating to Content Standard D-Earth and Space Science for the K-4, 5-8, and 9-12 grade levels. We then categorized misconceptions by subject – geosphere, hydrosphere, atmosphere, or solar system, galaxy, universe – and by grade level. Misconceptions were also differentiated on the basis of derivation, whether appearing in peer reviewed journals and actually tested (through objective examinations and interviews) with a K-12 audience, or whether derived from anecdotal evidence, that is, what instructors have observed but not formally examined. Some of the research questions addressed include: what percent of misconceptions are tested? What percent are anecdotal? What trends in “tested” versus “anecdotal” misconceptions exist by subject and by grade level? What challenges exist in assigning misconceptions to particular earth science standards? A project outcome is the creation of a web site linking misconceptions with National Standards, providing K-12 instructors with a useful resource for planning, teaching, and assessing lessons.