"Teaching What I Learned": Exploring Students' Earth and Space Science Learning Experiences in Secondary School with a Particular Focus on Their Comprehension of the Concept of "Geologic Time"

• Published in: International journal of science education Vol. 37; no. 9; pp. 1436 - 1453
• Main Authors: Yoon, Sae Yeol, Peate, David W
• Format: Journal Article
• Language: English
• Published: Routledge 13-06-2015
• Subjects: College Science; College Students; Comprehension; Concept Formation; Earth Science; Geology; High Schools; Middle Schools; Mixed Methods Research; Online Surveys; Pretests Posttests; Science Instruction; Scientific Concepts; Secondary School Science; Space Sciences; Student Surveys; Textbook Content; Textbooks; Time; United States (Midwest)
• ISSN: 0950-0693
• DOI: 10.1080/09500693.2015.1041434

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers' limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students' learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students' conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students' perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students' ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.