CONCEPTIONS AND MISCONCEPTIONS OF GEOLOGICAL CONCEPTS HELD BY UNDERGRADUATE INTRODUCTORY GEOLOGY STUDENTS AND IN-SERVICE MIDDLE AND HIGH SCHOOL SCIENCE TEACHERS AS IDENTIFIED BY AAAS FOR GEOSCIENCE LITERACY

Conceptions and misconceptions of geological concepts held by undergraduate non-majors and in-service middle school and high school science teachers, were studied with a pre and post assessment instrument developed from the Atlas of Science Literacy, AAAS, 2001, “Processes that Shape the Earth, Changes in the Earth’s Surface” .

In-service middle school science teachers were given forty hours of instructional time focused on some of the geological concepts included in the California Science Education Standards for middle school. In-service high school science teachers in a previous study were also given forty hours of instructional time focused on some of the geological concepts included in the California Science Education Standards for high school. The undergraduate students took either a five quarter unit introductory geology course required of majors and pre-service secondary science teachers, or a two quarter unit course required of pre-service elementary teachers. Course instruction directly or indirectly included the concepts identified by AAAS.

The study analyzed twenty four assessment items structured as open-ended responses to True/False question prompts, matching pre and post instruction responses by identified individual students. Analysis was based on concepts expressed in relation to the statement prompts. Responses were categorized by type of response for geological accuracy for each question as reflected in the data provided. The in-service middle school teachers’ responses were compared with high school science teachers’ and undergraduate students’ geological concepts from an earlier study.

An analysis was done of emerging patterns of 1) types of concepts expressed in relation to geological statement prompts, 2) changes in responses, pre and post instruction, 3) appropriate conceptions, and 4) persistent misconceptions.

An analysis was also done regarding the patterns of strengths and limitations of assessment based on true/false prompts and accompanying open-ended responses.

Recommendations based on the patterns of findings and observations were developed.