PRESERVICE ELEMENTARY TEACHERS' UNDERSTANDING OF FOSSILIZATION: IDENTIFYING MISCONCEPTIONS AS BARRIERS TO INSTRUCTION

Identifying rock types based on the presence of fossils, the conditions leading to fossilization and scientists' use of fossils are common teaching standards in many elementary (K-6 grade) science curricula, yet many teachers are unprepared to convey these concepts to their students. In this qualitative study, preservice teachers' (mis)understandings of the process of fossilization were uncovered through interviews and the use of the Geoscience Concept Inventory.

Undergraduate education majors in a science methods class were the participants in this study which revealed significant gaps in their understanding of geoscience processes leading to fossilization. This study would be of interest to geoscience educators interested in how students conceptualize common geologic processes.