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Learning Theories Applied to Teaching and Improving Hydrogeological Conceptualization.
Shane Brown, Floraliza Bornasal1
1Hal and Inge Marcus School of Engineering, St. Martin's University, Lacey, WA, USA.
Ground Water
|September 29, 2023
Summary
This study applies Vosniadou
Area of Science:
- Hydrogeology education
- Cognitive science
- Learning theory
Background:
- Conceptual change research is extensive, acknowledging prior knowledge, individual differences, and learning context.
- Prior work by Jimenez-Martinez highlights challenges in hydrogeology conceptual change.
- Vosniadou's theory is suitable for learning concepts with both abstract and visible components, like groundwater flow.
Purpose of the Study:
- To explore how Vosniadou's conceptual change theory can enhance understanding of hydrogeology learning.
- To propose a method for investigating hydrogeology students' mental models and misconceptions.
- To address challenges in hydrogeology education identified in previous research.
Main Methods:
- Applying Vosniadou's conceptual change theory to hydrogeology.
- Investigating student mental models, progressing from naive to scientific understanding.
- Utilizing established methods by Vosniadou and colleagues to identify misconceptions.
Main Results:
- The study proposes a pathway for analyzing hydrogeology students' mental models.
- It offers a framework for identifying specific misconceptions in hydrogeology.
- The approach aims to bridge the gap between abstract and visible concepts in hydrogeology learning.
Conclusions:
- Vosniadou's theory provides a valuable framework for understanding conceptual change in hydrogeology.
- The proposed pathway can aid educators in identifying and addressing student misconceptions.
- This research contributes to improving hydrogeology education by focusing on cognitive learning processes.
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