Article 1: Activities to promote conceptual change about the continental drift model 

Article title

Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17

Citation

Marques L., & Thompson D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17 . Research in Science & Technological Education. 15(2), 195–222.

The purpose of the article was to study students’ alternative conceptions in the field of earth science in relation to the model of continental drift and plate tectonics. Also, Marques and Thompson (1997) designed constructivist curriculum materials that would help students to develop a better understanding of these models. These activities can be used by other science educators to promote conceptual change in their students. Secondary students were interviewed to elicit their intuitive conceptions around continental drift and plate tectonics.

To teach about tectonic plates and their motion, secondary students who were participating in the study were asked a series of probing questions. This was followed by the use of three dimensional models that showed different types of plate boundaries. Students were questioned about possible geological events that might possibly take place. Discussion topics during the activities focused on students’ conceptions of the nature of plates, their origin and location, and movement.

• the possibility that plates from the outer shell of the Earth (the lithosphere) could collide, slide over, or slide under each other

During the interviews, students were given several tasks which engaged them to construct their own explanations of common natural phenomena (e.g., the structure of ocean basins, the shape and features of the earth related to continental drift) based on the data – facts and events - presented to them. For example, students were shown diagrams and asked to talk about the possible forces that they thought were responsible for the formation of mountains. Other topics included: changes in the earth’s structure during geological time, rock density and isostasy, magnetic field, magnetic properties of rocks, plate tectonics, etc. Further, 3D models were used to explain and discuss the concepts of plate boundaries, motion of plates, and the impact of relative movements of plates.

Activities using resources such as maps, models, globes, and lab exercises were designed to enable students to work co-operatively with each other as they searched for solutions to problems. For example, how was it possible for less dense continents to move through denser oceans? What is the relationship between gravitational and magnetic field? Students then shared ideas in class discussions.

After participating in these activities, students were able to show an understanding of differences between continental boundaries and plates. They also developed an understanding of the distribution of continents and plates, and the internal layering of plates. Students were evaluated using three evaluation tools: questionnaires, concept maps and sentence generation tasks.

Article 2: Activities to promote conceptual change about the continental drift model

Article title

Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics

Gobert J., & Clement J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching. 36(1), 39–53.

Gobert and Clement (1999) provides a comparison of student learning between groups of students who were taught plate tectonics using student generated diagrams versus student who were taught using student generated summaries (notes). Student generated diagrams depicted mountain formation and volcanic eruptions. Students in the summary group worked with assignments summarizing the same concepts, namely mountain formation and volcanic eruptions. Students who generated summaries were replete with preconceptions. Students were able to reproduce tasks based on rote recall, generating summaries that show no development of higher level cognitive reasoning. Students who were given the task of generating diagrams did show better understanding of plate tectonics. Students tasked with generating diagrams did not develop skills leading to memorization of information

Students were a given diagram assignment that depicted or described a model of the interior layers of the earth, followed by a description of the movement of the dynamic movement of the various layers. Summary-based tasks assessed causal/dynamic knowledge through questions that press student understanding.  Examples include:

• What causes the movement in the crust in the earth?

• Why are rocks from the floor of the Atlantic Ocean younger than rocks from the middle of continental North America?

In both diagram and summary groups, students were requested to describe the interior layers of the earth, and then to describe the movement of the various layers. Student generated diagrams depicted mountain formation and volcanic eruptions. Students in the summary group worked with assignments summarizing the same concepts, namely mountain formation and volcanic eruptions. Based on these assignments, students were asked to describe two outcomes of plate tectonics (mountain formation and volcanic eruptions).

The diagram group outperformed the summary group and read-only control group for understanding of causal/dynamic elements A one way analysis of variance was performed that compared the performance of the two groups. Having students draw pictures of events and processes is crucial for student understanding. Drawings of pictures of observable events could be of benefit to students as well.

Article 3: Activities to promote conceptual change about the plate tectonics model

Fostering students’ epistemologies of models via authentic model-based tasks

Gobert J., & Pallant A. (2004). Fostering students’ epistemologies of models via authentic model-based tasks. Journal of Science Education and technology.13(1), 7–22.

The “What’s on Your Plate?” unit, based on web-based inquiry science environment (WISE) includes visual model building while incorporating cooperative learning and inquiry learning. Visual models were used to engage students in drawing tasks, to make models, and to work and discuss the models collaboratively. Middle school developed dynamic working models of plate tectonic phenomenon. The dynamic models helped in the visualization of plate tectonics. Student models were dynamic in that the prototypes were runnable and permitted visualization of the causal and temporal processed involved in plate tectonics. In the WISE system students were prompted to justify and explain any changes made to their models. Changes might include adding geologic features or depicting different types of plate convergence such as oceanic-oceanic convergence, or continental-continental convergence.

Five activities are proposed by Gobert and Pallant (2004); they are:

1.  Students construct visual models of plate tectonic phenomenon using WISE. Students explained their models. Questions could include:

• What happens to the layers of the earth when an earthquake erupts, or a mountain is formed, or a volcano erupts?

2.  Students critique partner’s models. To do this, they read two texts in WISE that focuses on scientific models. Questions could include:

• What is a scientific model?
• How can you evaluate a scientific model?
• Are the important features of the causes of the geologic process shown in the model?
• Would this model be useful to teach someone who had never studied this geologic process before?
• What important features are included in the model?
• What do you think should be added to the model to make it better for someone who had never studied this geologic process before?

3.  Students revise and justify the model after reading their partners evaluation.

4.  Geology Websites. Students do an on-line field trip to visit multiple United States Geological Services websites, and then write a reflection for their partners about what they learned.

5.   Dynamic-Runnable Models were designed to enhance visualization and thereby increase understanding of dynamic phenomena.

Conceptual understanding was higher among students who were engaged in authentic model based learning. Understanding of content knowledge and how models are used is science was also enhanced.