Deep time framework: A preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience

An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales

“…(p539). In further commentary, Trend (2001), 'proposed that the nature and quality of UK society's engagement with who showed that students find it difficult to remember timed events in isolation. While they are sometimes able to deduce the order of geological events from other information, they find it very difficult to conceptualise long periods of time.…”

“…older than the solar system) and general misunderstandings (for example, by stating that the age of a rock can be determined from the rock type). In future, the best examples of textbook writing in this area will respond to Trend's (2001) recommendation to include, 'a carefully designed deep time framework that comprises a small number of key major geo-events …' (p192) in their work.…”

“…Key texts Minerals, rocks and fossils Ault, 1984;Dove, 1996 Sedimentary rocks and processes Cosgrove & Osborne, 1983; Igneous rocks and processes Dahl et al, 2005 Metamorphic rocks and processes None specific to this topic The rock cycle Stofflett, 1993;Sibley et al, 2007Stofflett, 1994;Kusnick, 2002;Blake, 2004; Geological time, correlation and dating Ault,1982;Trend, 1998Trend, , 2000Trend, , 2001Dodick & Orion, 2003;Dahl et al, 2005 Earthquakes and the structure of the Earth Leather, 1987;Schoon, , 1995Sharp et al, 1995;Tsai, 2001;Steer et al, 2005; Plate tectonics Libarkin, 2006 History of geology None specific to this topic Economic geology Leather, 1987 …”

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

“…In the context of scientific conceptions the work collectively shows that children may hold explicitly stated ideas about object motion that are incommensurate with accepted scientific views such as that heavy objects always fall faster than lighter objects and that lighter objects roll faster along even surfaces than heavier ones (Hast & Howe, 2012. However, these same children appear to hold underlying tacit knowledge about relevant events that indicates a more accurate representation of such scientific concepts but that does not appear in their verbalised theories (Hast & Howe, 2015, 2017Howe, Taylor-Tavares, & Devine, 2012; also see Hast, 2014;Howe, 2014). Tacit knowledge has consequences for science education -'a great deal of our commonsense knowledge, and there is a large amount of it, is tacit' (Bliss, 2008, p. 123;also see Brock, 2015).…”

“…In the classroom they are frequently incommensurate with accepted scientific views and with the concepts that are, as a result, taught. Most problematically they are often found to be highly resistant to change through instruction, affecting subsequent learning of related concepts (Duit, Treagust, & Widodo, 2013;Eriyilmaz, 2002;Gomez-Zwiep, 2008;Pine, Messer, & St John, 2001;Trend, 2001). These initial conceptions are often the result of extensive everyday world experiences (Bliss, 2008;Eshach, 2007;Klaassen, 2005) and it is precisely such early life-world experiences that seem to act as major factor in the choice to pursue science education at later points (DeWitt et al, 2013).…”