College Student Conceptions about Changes to Earth and Life over Time

Jaimes, Patricia; Libarkin, Julie C.; Conrad, Dominik

doi:10.1187/cbe.19-01-0008

Cited by 11 publications

(9 citation statements)

References 65 publications

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“…In other countries, such as the United States, the National Science Education Standards recommend that at the end of primary education, students should develop an understanding of Earth history and of the fundamental principles of stratigraphy, including a basic understanding of uniformitarianism and catastrophism. Students at this age should also be introduced to scales and rates of Earth processes ranging from seconds (e.g., volcanic explosions) to tens of millions of (e.g., the erosion of a mountain range) [38,39].…”

Section: Discussionmentioning

confidence: 99%

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How Long Has It Taken for the Physical Landscape to Form? Conceptions of Spanish Pre-Service Teachers

et al. 2020

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This paper analyses the conceptions of a group of students about geological time and its relation to physical landscape formation, focusing on the frequency and rate of a number of geological processes that have shaped our planet over time and that are involved in the formation of the current relief. Data were collected by means of a questionnaire that was administered to 199 university students from a Spanish public university. A total of 185 of them were pre-service teachers and 14 were geology students. Results demonstrated that pre-service teachers had trouble correctly answering questions about the current relief, but especially those questions related to landscapes throughout the history of Earth. Data analysis was done, taking into account pre-university students’ tuition, and results showed that those who had taken a high school branch of sciences and technology obtained better results than those who had taken a humanities and social sciences branch. These latter also obtained better results than those who had taken arts as a high school branch. Furthermore, pre-service teachers had difficulties mastering mid-time magnitudes, which ended up making it difficult for them to understand how the physical landscapes were formed. Finally, from the obtained results, some curricula implications are discussed.

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Section: Discussionmentioning

confidence: 99%

“…Four of the questions were selected from the Geoscience Concept Inventory (GCI) v. 3 [36]. The remaining questions were inspired by other researches [27,33,34,38].…”

Section: Instrument and Data Collectionmentioning

confidence: 99%

How Long Has It Taken for the Physical Landscape to Form? Conceptions of Spanish Pre-Service Teachers

et al. 2020

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“…Several studies have explored obstacles in students' interpretation of time in the geosciences and biosciences (e.g., Jaimes et al 2020). Challenges include the ability to find events at specific times , comprehend relative order of events , estimate the duration of a time interval , compare different temporal durations , and comprehend the concurrency of events .…”

Section: Interpreting Time and Temporal Representations For Conceptua...mentioning

confidence: 99%

Visualizing the abyss of time : Students’ interpretation of visualized deep evolutionary time

Stenlund

2023

Studies in Science and Technology Education

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Deep evolutionary time (DET) -emergence of life over immense time scales -is a threshold concept in biology. While understanding DET might help learners and citizens contemplate their actions in the context of human existence, especially in combination with experiencing evoked affective responses, interpreting temporal aspects of DET is demanding. DET is communicated through various visualizations that include static two-dimensional representations (e.g., phylograms), interactive animations (e.g., evolution timelines), as well as touch-based interfaces (e.g., dynamic representations of phylogenetic trees). Given the importance of DET as fundamental scientific knowledge of potential societal application, there is a need for educational research on students' interpretation of visually communicated DET. This thesis explores students' interpretation of different forms of visualized DET along a continuum of interactivity, ranging from non-interactive to highly interactive visualizations.The research aim is four-fold, and probes how students interpret DET visualizations in terms of: i) temporal aspects, ii) communicated evolutionary concepts, iii) degree of visualization interactivity, and iv) generated affective responses.The work comprises four studies, which as a collective, adopt exploratory and multi-method fixed and flexible designs. A total of 505 upper secondary, college bridging-year, and university students participated. Data were collected from written and online questionnaires, task-based questions, and semi-structured interviews. Data analysis was qualitative and quantitative, and incorporated deductive and inductive approaches.In analysing students' interpretation of static two-dimensional DET visualizations such as phylograms (Paper I), an instrument for measuring knowledge about the visual representation of deep evolutionary time (DET-Vis) was developed. Emergence of a unidimensional construct during validation represents knowledge about the visual communication of DET. Inspection of item performance suggests that interpreting visualized DET requires both procedural and declarative knowledge. In moving across the continuum from static to more dynamic DET visualizations, analysis of students' interpretation of an animation communicating hominin evolution (Paper II) revealed five temporal aspects influencing interpretation, namely: events at specific times, relative order, concurrent events, time intervals, and time interval durations. A further shift across the continuum involved analysing students' interpretation of a touch-based DET visualization of a three-dimensional phylogenetic tree (DeepTree) (Paper III). Finger-based zooming was associated with movement within the tree itself (spatially orientated), or as movement in iv time (time orientated), respectively, and related to identified misinterpretations. Further analysis showed that interpreting DeepTree evoked the epistemic affective responses of awe, curiosity, surprise, and confusion (Paper IV). Affective responses were expressed in relation to ...

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“…Higher education must be the centre of integrating educational instruments with artificial intelligence, which has to encourage the wide use of digital instruments based on artificial intelligence not only in educational processes, but also in the administration of the higher educational institutions, some of which could also be introduced in secondary education [8].…”

Section: Problems Tasks and Perspectivesmentioning

confidence: 99%

Contemporary tendencies in higher education – application of artificial intelligence

Ilieva

2021

SHS Web Conf.

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In the 21st century, artificial intelligence has undergone unprecedented development as a result of advances in computing power, the ability to accumulate, store and access vast amounts of data, as well as from a deeper theoretical understanding. This brings huge benefits to education, business and industry, where fundamental changes in attitudes, patterns of learning and the use of artificial intelligence to anticipate, monitor and manage risk in the dynamics of globalization and automation are observed. This article aims to explore the possibility of current trends in the development of digital technologies and globalization. The subject of the study is whether universities work in good coordination in order to be adequately prepared for the inevitable changes in society and the economy. Research methods that are used are general and specific, namely: normative, systematic, comparative analysis, induction and deduction The main task is to encourage universities to continue with their adaptation and development of their online distance learning systems, greater individualization of students’ academic development, rapid exchange and application of good practices in the processes of education, management and research.

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College Student Conceptions about Changes to Earth and Life over Time

Cited by 11 publications

References 65 publications

How Long Has It Taken for the Physical Landscape to Form? Conceptions of Spanish Pre-Service Teachers

How Long Has It Taken for the Physical Landscape to Form? Conceptions of Spanish Pre-Service Teachers

Visualizing the abyss of time : Students’ interpretation of visualized deep evolutionary time

Contemporary tendencies in higher education – application of artificial intelligence

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