CALL FOR PROPOSALS:

ORGANIZERS

  • Harvey Thorleifson, Chair
    Minnesota Geological Survey
  • Carrie Jennings, Vice Chair
    Minnesota Geological Survey
  • David Bush, Technical Program Chair
    University of West Georgia
  • Jim Miller, Field Trip Chair
    University of Minnesota Duluth
  • Curtis M. Hudak, Sponsorship Chair
    Foth Infrastructure & Environment, LLC

 

Paper No. 8
Presentation Time: 10:15 AM

IDENTIFYING MISCONCEPTIONS ABOUT BIOGEOCHEMISTRY AMONG UNDERGRADUATES


MEAD, Chris, Earth and Atmospheric Sciences, University of Nebraska, 214 Bessey Hall, Lincoln, NE 68588-0340, SEMKEN, Steven, School of Earth and Space Exploration and Julie Ann Wrigley Global Institute of Sustainability, Arizona State University, PO Box 871404, Tempe, AZ 85287-1404 and ANBAR, Ariel D., School of Earth and Space Exploration and Department of Chemistry & Biochemistry, Arizona State University, Tempe, AZ 85287-1404, cmead14@unl.edu

Biogeochemistry is an active field of research in part because of its relevance to such important issues as climate change. Biogeochemical concepts are increasingly common in undergraduate curricula for both science and non-science majors. Because it is a relatively young and transdisciplinary field, there is only a small body of research into what undergraduates know about essential biogeochemical concepts. Such research will help teachers of biogeochemistry and related fields address common misconceptions.

To begin the process of identifying biogeochemistry misconceptions, we drew on expert reviews and relevant textbooks to create a draft survey of important biogeochemical concepts in plain language. This was used as the basis for semi-structured interviews with undergraduates.

Initial student responses to the survey show a wide range of incomplete understanding or misunderstanding of important biogeochemical concepts. Some examples are: students think that all life breathes oxygen or that the oxygen atom in the H2O molecule can be used for respiration. They both over- and underestimate the effect human activities have on the natural world. Finally, at a broader level, they have a poor understanding of how the biosphere, atmosphere, lithosphere, and hydrosphere are connected.

These findings will be used to construct a concept inventory test for biogeochemistry, which will allow such misconceptions to be quickly probed at the beginning of a class, across a larger population of students, or even the general public.

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