Tackling Earth Science misconceptions: Why the Learning for Use framework can provide support
A number of conceptual challenges exist amongst students in the field of science education today. Among them and frequently, the study of Geology and Earth Science. There are particular skills that go along with these types of studies such as geospatial reasoning and awareness. Perkins et al. (2010) discuss how “there is a growing consensus that spatial literacy plays an integral role in our ability to process information and provides a framework for understanding that crosses disciplines and contexts” (p. 213). Perhaps more of this type of study could support the decrease of misconceptions in the fields of Geology and Earth Science. A powerful way to also contribute to this decrease is applying the Learning for Use (LfU) framework as discussed by Edelson (2001).
Students don’t know what they don’t know and the LfU framework can play a vital role in helping students in identifying these areas. Many scholars have written about the challenges in teaching Earth Science. For example, Hannula (2023) discusses how there are a number of Earth Science concepts that are often left out of curriculums. King (2010) discusses the high level of error and misconceptions that exist in science textbooks in England and Wales, particularly when covering topics in Earth Science. Pyle et al. (2017) discuss the misconceptions that creep up when teaching the Solid Earth curriculum. The three steps identified by Edelson (2001) for implementing the LfU framework include: “motivation,” “knowledge construction,” and “knowledge refinement” (p. 358). Each of these steps can support students in better understanding Earth Science.
Motivation
Edelson (2001) discusses how the kind of motivation needed in the LfU approach is not the kind that is often referred to in more general education terms. This type of motivation “occurs when one comes up against a limitation or a gap in one’s knowledge” (Schank, 1982, Berlyne, 1966, as cited by Edelson, 2001, p. 358). When students have misconceptions about Earth Science topics, having these misconceptions identified and then presented with a challenge on figuring out the truth can create “a content in memory for integrating new knowledge” (p. 358). This is a circumstance presented to students, within the LfU approach where they can be motivated to tackle their own misconceptions.
Knowledge construction
Now not all of what students know about Earth Science is misconceptions. There does exist prior knowledge that can be built upon and strengthened when using the LfU approach for knowledge construction. In fact, that existing knowledge must be linked to the new knowledge structures that are being taught in order for them to take up memory space (Edelson, 2001). Edelson shares that “this step in the LfU model recognizes incremental knowledge construction as the fundamental process of learning” (p. 358). Incremental being the key word here… Using the LfU framework means meeting students where they are at and slowly but surely building them up.
Knowledge refinement
Though all steps are important, when combating misconceptions, this step may take the cake. Here Edelson (2001) shares that “knowledge is reorganized, connected to other knowledge, and reinforced to support its future retrieval and use” (p. 359). When we discuss why students have misconceptions in science, it can at times be because they don’t remember exactly how something was taught to them. Being able to successfully and accurately retrieve prior knowledge will very much benefit them. This final step in the LfU framework actively works to tackle misconceptions.
References
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.
Hannula, K. (2023) Challenges and opportunities for K-12 earth science education. Journal of Geoscience Education, 71(2), 127-128.
King, C. J. H. (2010). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32(5), 565-601.
Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109(5), 213-218.
Pyle, E., Darling, A., Kreager, Z., & Howes, S. (2017, December 8). Research on students’ conceptual understanding of Geology/Solid Earth science content. The National Association of Geoscience Teachers. https://nagt.org/nagt/geoedresearch/grand_challenges/wg1.htmlLinks to an external site.