MEASURING STUDENTS' UNDERSTANDING OF PLATE TECTONICS AS A FACTOR OF THEIR USE OF MULTIPLE REPRESENTATIONS AND SPATIAL ABILITY

In this pilot study, students enrolled in introductory geoscience courses at a large state university in the Midwest were recruited for an activity measuring how they use multiple representations in geoscience. The activity included a computer-based geoscience assessment tool that measures how individuals use multiple representations along with the Perspective Taking/Spatial Orientation Test and Piaget’s Water Level Test. The computer-based assessment tool was originally developed to test chemistry students’ use of multiple representations.

Based on the importance of representations in geoscience, we modified the tool for geoscience content with the goal to study the choices of students enrolled in introductory geoscience courses. While answering questions about plate tectonics using the computer-based assessment tool, a student could choose to view the following representation types in any order: cross-sections, plate-boundary lines, topographic maps, earthquake epicenter maps, and maps of the ocean floor. As students viewed different representations, a database recorded their choices along with the order of viewing and timestamps. Results of the initial testing of the tool with geoscience students will illustrate their preferred choice of representations when answering questions about plate tectonics. We will also share how their spatial ability relates to the understanding of the topic in different demographic groups.