Discussion questions:
"Should we as 'experts' in our field identify what the threshold concepts might be in Geoscience or should we allow them to emerge from research?"
"Should we as 'experts' in our field identify what the threshold concepts might be in Geoscience or should we allow them to emerge from research?"
"What research methodologies might we use (and who might be the participants) in order to identify threshold concepts in Geoscience?"
"What is our hypothesis and what might the research question(s) be?"
3 comments:
Kim Cheek discussed the deep time as a stumbling block to fuller understanding in geology, . Kim suggests three possible explanations for student difficulties with deep time ..The first possibility draws on a Piagetian notion of time and the parallel acquisition of the ideas of succession and duration .. The second is The second possible explanation is that students’ difficulties with deep time are mathematical in nature; reflecting a lack of understanding of large numbers.. The third idea is that student difficulties can be explained primarily by their lack of subject matter knowledge.. the presentation included the result of a qualitative research that was conducted ..
Deep Time: a critical barrier, an anchor or a threshold concept? .. Roger Trend started the presentation with an overview on the topic and how it was discussed in earlier literature, and if deep time meets the definition of a threshold concept .. being trans formative, irreversible, integrative, bounded and troublesome ..
The speaker discussed the research background .. the deep time for children aged 10-12 years ..with examples on cognitive consensus, cognitive confusion and interest consensus.. also for teachers in different levels.
Trend suggests that the concept of deep time to be analysed in relation to the defining characteristics of threshold concepts ..explaining more queries that are needed to be answered while studying deep time as a threshold concept..
The third paper in the first day section was about an Interactive approaches to teaching first-year Geology Mapwork – 2D, 3-D and 4-D visualization.
3-D and 4-D maps to be used by students in geology ... the presentation discussed the experience of first year student taking geology I in two semesters.. difficulty with visualizing maps in addition to lack of knowledge about the world .. were two major obstacles for students.
The presentation discussed an intervention in 2006, exposing students with maps and models
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