Geoscience Education
Faculty and students in this area investigate how people understand and interpret geological phenomena and how personal models of the natural world impact learning in geosciences. Ongoing research is pushing the boundaries in application of new qualitative and statistical approaches to assessment and analysis of student conceptions. This group works collaboratively with researchers across MSU, and also engages in activities in K-12 student and teacher education and teacher professional development.
Faculty
Selected Research Topics
Behavioral and Biological Cognition
Student have a wide array of models about the natural world. These models may arise from observations, prior instruction, blending of pre-existing ideas and scientific models, or other sources. Investigating these ideas and developing methods for characterizing novices and experts in geociences is an exciting and growing research area. Biological data, particularly brain scans, can be used to study brain morphology and function. Research questions include what is the biological basis of exeprtise, if any? Are biological differences, if any, between novices and experts inherent or developmental?
Related Publications:
Libarkin, J.C., 2006, College student conceptions of geological phenomena and their importance in classroom instruction: Planet, v. 17, p. 6-9.
Truscott, J.B., Boyle, A., Burkill, S., Libarkin, J., and Lonsdale, J., 2006, The concept of time: can it be fully realised and taught?: Planet, v. 17, p. 21-23.
Geoscience Education
Related Publications:
Sibley, D.F., Anderson, C.W., Heidemann, M., Merrill, J. E., Parker, J.M., Szymanski, D.W., 2007, Box diagrams to assess students’ systems thinking about the rock, water and carbon cycles. Journal Geoscience Education 138-146.
Libarkin, J.C., 2006, Geoscience Education in the United States: Planet, v. 17, p. 60-63.
Dahl, J., Anderson, S.W., and Libarkin, J.C., 2005, Digging into Earth Science: Alternative conceptions held by K-12 teachers: Journal of Science Education, v. 12, p. 65-68.
Sibley, D.F., 2005, Visual abilities and misconceptions about plate tectonics: Journal Geoscience Education, 53, 471-477.
Libarkin, J.C., and Kurdziel, J.P., 2004, Research Methodologies in Science Education: Human Subjects and Education Research, Journal of Geoscience Education, v. 52, p. 199-203.
Geoscience Concept Inventory
Related Publications:
Libarkin, J.C., and Anderson, S.W., 2006, The Geoscience Concept Inventory: Application of Rasch Analysis to Concept Inventory Development in Higher Education: in Applications of Rasch Measurement in Science Education, ed. X. Liu and W. Boone: JAM Publishers, p. 45-73.
Libarkin, J.C., and Anderson, S.W., 2005, Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory: Journal of Geoscience Education, v. 53, p. 394-401.
