1. Conceptual Difficulties in learning Geoscience: a pilot study Dr Helen King http://www.helenkingconsultancy.co.uk

2. What aspects of learning Geoscience do students have difficulty with? Holistic understanding of the Earth as an integrated system (e.g. Ben-Zvi-Assaraf & Orion,2005; Blake, 2005; Dal, 2007) Spatial scale (e.g. Ault, 1984; Kusnick, 2002; Dickerson et al, 2005) Geological time (e.g. Trend, 2001; Kusnick, 2002; Dodick & Orion, 2003; Libarkin et al, 2007) Changing landscapes (e.g. Kusnick, 2002; Blake, 2005; Dal, 2007) Abstract concepts (e.g. Dove, 1998) 3D Visualisation (e.g. Dove, 1998; Kali & Orion, 1996; Kastens & Ishikawa, 2006)

3. Methodology Grounded theory approach On-line survey with students & faculty ◦ University of Calgary ◦ University of Colorado at Boulder ◦ University of Plymouth Follow-up interviews Coding of data

4. Questions What geoscience concept has been difficult for you [your students] to understand? In what ways was this concept difficult for you [your students]? ◦ How did professor(s) help? What else might have helped? ◦ Interesting aspects of Geoscience ◦ Thinking about / viewing the world differently

5. Difficult Concepts

6. Mineralogy & Crystallography Map Reading & Interpretation Structural Geology Stratigraphy & space / time relationships Chemistry / Geochemistry Metamorphism Terminology & Memorisation

7. Reasons for Difficulties

8. Terminology & memorisation Spatial Literacy Problems with math or science Abstract / visualising the unseen Issues with teaching or learners Geological time Hard to grasp

9. Reasons for Difficulties

10. Further research... Increase dataset for questionnaire & interviews; Check-list to quantify extent of difficulties; Task-based questions to seek hidden difficulties. Build up a framework...

11. What on Earth are they thinking? Alternative Conceptions Troublesome Knowledge (ritual, inert, tacit) Cognitive Development Terminology Spatial Literacy Math & science Abstract concepts Geological time Earth systems Changing Landscapes Learning & Teaching

12. Transformation “All the time, Looking at mountains and the land. Everything looks different for me and I like to explain to other people what everything means.” “I have better appreciation for where goods come from....” “I think more in three and four dimensions now than when I first started my undergrad....” “...I learned change is really the status quo for any location on earth. I am also now horrified by the lack of science in schools and public policy. ”

13. Acknowledgements Thank you to the faculty and students who participated in this research for sharing their perspective on learning Geoscience. This research was funded by a grant from the UK Higher Education Academy Subject Centre for Geography, Earth & Environmental Sciences (GEES): http://www.gees.ac.uk/