Students' Conceptions of Scale Regarding Groundwater

  title={Students' Conceptions of Scale Regarding Groundwater},
  author={Daniel Dickerson and Timothy J. Callahan and Meta Lee Van Sickle and G. Hay},
  journal={Journal of Geoscience Education},
  pages={374 - 380}
We surveyed three groups of students regarding their ideas about the structure, scale, and perceived importance of groundwater. The quantitative methods employed in this study incorporated simple descriptive statistics of the six multiple-choice item responses. The results of this study indicate that many people hold inappropriate conceptions of hydrogeologic principles. They describe groundwater storage using multiple structures other than pores and cracks. Participant responses regarding the… 
Students’ understanding of a groundwater system and attitudes towards groundwater use and conservation
ABSTRACT The purpose of this study was to investigate students’ understanding of groundwater as a system, and to further examine whether and how their understanding is related to attitudes towards
Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow
Given the importance of fresh water, we investigated undergraduate students’ understanding of water flow and its consequences. We probed introductory geology students’ pre-instruction knowledge using
The nature and role of physical models in enhancing sixth grade students' mental models of groundwater and groundwater processes
Addressing secondary school students' everyday ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction
"Water knowledge" has now become a socio-political and future-orientated necessity. Everyday ideas or preconceptions of hydrology can have a deleterious effect one people's understanding of the
Groundwater Education: An Investigation of Students' Use of a Groundwater Modeling Tool
Groundwater is a critical component of the global water cycle and standards-based topic within science education. However, students articulate an array of ideas about groundwater systems, including
Students' Developing Understanding of Water in Environmental Systems
The authors developed a framework of empirically grounded curricular goals for waterscience literacy and documented the challenges that students face in achieving these goals. Waterrelated
Barriers to College Students Learning How Rocks Form
Students do not have a good understanding of how rocks form. Instead, they have many non-scientific alternative conceptions to explain different aspects of rock formation. Using 10 interviews and
Grounding Water: Building Conceptual Understanding through Multimodal Assessment
Abstract The world's population is growing by about 80 million people a year, implying an estimated increased freshwater demand of about 64 billion cubic meters annually (World Water Assessment
Investigating groundwater: Middle school students’ mapping data-driven, computer-based models to socio-hydrologic phenomena
Abstract Groundwater is a critical component of the global water cycle and standards-based topic within science education. However, students articulate an array of ideas about groundwater systems,
Geoscience Conceptual Knowledge of Preservice Elementary Teachers: Results from the Geoscience Concept Inventory
Effective instruction hinges in part on understanding what prior knowledge students bring to the classroom, and on evaluating how this knowledge changes during instruction. In many disciplines,


Conceptual Boundaries and Distances: Students' and Experts' Concepts of the Scale of Scientific Phenomena
To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215
Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning.
This paper describes the conceptualizations, or mental models, of the nature of the bonding and structure of metals of a group of U.K. college students. It is suggested that these mental models may
Teachers' Conceptions and Misconceptions Concerning Three Natural Phenomena.
This study focuses on the conceptions of trainee, primary, and subject teachers about three phenomena: the motion of objects, seasonal changes, and aggregate changes of matter. A total of 198
Dynamic Processes of Conceptual Change: Analysis of Constructing Mental Models of Chemical Equilibrium
The purpose of this study was to investigate students' mental models of chemical equili- brium using dynamic science assessments. Research in chemical education has shown that students at various
Mental models of the earth: A study of conceptual change in childhood
Visualizing Ground-Water-Flow Fields and Contaminant Plumes in an Undergraduate Hydrogeology Course
An undergraduate hydrogeology class used personal computers equipped with numerical modeling and data-visualization software to study ground-water flow and contaminant transport in an aquifer.
Integration of Field Observations with Laboratory Modeling for Understanding Hydrologic Processes in an Undergraduate Earth-Science Course
Understanding how water is transported and stored in the subsurface is a difficult concept for introductory earth-science students. We have developed a hydrology minicourse that integrates field and
Accommodation of a scientific conception: Toward a theory of conceptual change
It has become a commonplace belief that learning is the result of the interaction between what the student is taught and his current ideas or concepts.’ This is by no means a new view of learning.
Preservice elementary teachers' conceptions of moon phases before and after instruction
This study focused on the conceptual understandings held by 78 preservice elementary teachers about moon phases, before and after instruction. Participants in the physics groups received instruction
Teaching Darcy’s Law Through Hands-On Experimentation
An experimental apparatus and laboratory exercises designed to facilitate student exploration of Darcy’s Law are introduced and the permeameter design is simple and inexpensive to construct from readily available materials; it is also nearly indestructible and easy to use.