1. Mount San Antonio College, Walnut, CA
Strategies for addressing misconceptions in introductory geoscience courses
Becca Walker
Mount San Antonio College, Walnut, CA

2. Courses I teach My student population
Vast majority:
Non-science majors
Taking course for GE transfer requirement
Many:
Have saved science and math courses for the end
Did not take Earth science in high school
Preservice teachers
A handful:
Intended geology major/minor
Take multiple courses in our department
Earth science lecture/lab
Oceanography lecture/lab
Physical geology lecture/lab
Field studies lecture/lab
Natural disasters

3. Challenges Identifying which misconceptions are prevalent
Addressing misconceptions constructively
Developing ways for students to think independently
about misconceptions
Assessing student understanding of misconceptions
Making time to address misconceptions without
sacrificing course content

4. Identify and address misconceptions constructively
Low pressure for students
Anonymous reporting
Example: earthquake misconceptions

5. Think independently about misconceptions
Guided activities instead of lectures
Use authentic data and observations when possible
Examples: earthquake distribution
clast size and transportation energy

6. Assess student understanding of common misconceptions
Pre and post knowledge comparison
Concept sketches
Exam questions

7. Make time to address misconceptions without sacrificing course content
?????
Let me know when you figure that one out!!