Students’ alternative conceptions in Earth science: a review of research and implications for teaching and learning

Abstract

A considerable amount of information is now available about alternative conceptions in the physical and biological sciences and their implications for teaching and learning. However, a growing number of publications have also appeared which have investigated alternative conceptions about Earth science. Some of these studies have addressed topics taught in geology, geography and science such as conceptions about rocks, earthquakes, volcanoes, the Earth's structure, landforms, weathering and erosion, and soil. This paper reviews the literature on these topics, hereto reported across a broad spectrum of papers in science, geological and geographical journals, and presents some new findings. While there are many possible origins for the alternative conceptions identified, it is argued that some of these ideas are founded on various pedagogical practices, such as the imprecise use of language, oversimplification of concepts, use of rote learning, and stereotyping of landforms, as well as on the inadequate use of prerequisite knowledge of students, and the abstract nature of some of the subject matter in Earth science. Moreover, it is suggested that an awareness of, and attention to, these matters would improve teaching and student learning significantly.