Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

Developing a Framework of Conceptual Understandings of Earth Systems

  • Received : 2016.07.14
  • Accepted : 2016.09.26
  • Published : 2016.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

This paper presents an analytical framework of Conceptual Understandings of Earth Systems (CUES) that shows a relationship between disciplinary knowledge of Earth systems and the specific thinking skills required to understand that knowledge. This framework is developed through an extensive literature review of students' and teachers' understandings of earth systems concepts and systems thinking in earth science context. This study first presents the categories of disciplinary knowledge of Earth systems, Earth System Knowledge (ESK). This study then illustrates a relationship between categories of ESK and the ontological categories (Matter, Process, Systems) that has been used to study students' conceptual understandings of Earth systems. Finally, this study presents the CUES framework to show the relationship between disciplinary knowledge and thinking skills. The implications of using this framework for curriculum development, assessment, and teacher education and ESS research are discussed.

Keywords

References

  1. America Association for the Advancement of Science, 1993, Benchmarks for science literacy. New York: Oxford University Press.
  2. Atwood, R. K., and Atwood, V. A. ,1996, Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553-563. https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q
  3. Ault Jr, C. R. ,1982, Time in geological explanations as perceived by elementary-school students. Journal of Geological Education, 30, 304-309. https://doi.org/10.5408/0022-1368-30.5.304
  4. Ben-zvi-Assarf, O., and Orion, N., 2005a, Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42, 518-560. https://doi.org/10.1002/tea.20061
  5. Ben-zvi-Assarf, O., and Orion, N., 2005b, A study of junior high students' perceptions of the water cycle. Journal of Geoscience Education, 53, 366-373. https://doi.org/10.5408/1089-9995-53.4.366
  6. Callison, P. L., 1993, The effect of teaching strategies using models on preservice elementary teachers' conceptions about earth-sun-moon relationships. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Altlanta, GA.
  7. Chen, D., and Stroup, W., 1993, General system theory:Toward a conceptual framework for science and technology education for all. Journal of Science Education and Technology, 2, 447-459. https://doi.org/10.1007/BF00694427
  8. Chi, M. T. H., Slotta, J. D., and De Leeuw, N., 1994, From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43. https://doi.org/10.1016/0959-4752(94)90017-5
  9. d' Apollonia, S. T., Charles, E. S., and Boyd, G. M., 2004, Acquisition of complex systemic thinking: Mental models of evolution. Educational Research and Evaluation, 10, 499-521. https://doi.org/10.1080/13803610512331383539
  10. 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, 12, 65-68.
  11. Daniel, B., Stanisstreet, M., Boyes, E., 2004, How can we best reduce global warming? school students' ideas and misconceptions. International Journal of Environmental Studies, 62, 211-222.
  12. Earth Science Literacy Initiative., 2010, Earth science literacy principles: The big ideas and supporting concepts of earth science. Arlington, VA: National Science Foundation.
  13. Ekborg, M., 2003, How student teachers use scientific conceptions to discuss a complex environmental issue. Journal of Biological Education, 37, 126-132. https://doi.org/10.1080/00219266.2003.9655867
  14. Finley, F., & Enochs, L. (2006). Impact of science standards on curriculum and instruction in the earth science. In D. W. Sunal & E. L. Wright (Eds.), The impact of state and national standards on K-12 science teaching (1st ed., pp. 391-407). Charlotte, NC: Information Age.
  15. Finley F., Nam Y., and Oughton J., 2011, Earth systems science: An analytic framework. Science Education, 95, 1066-1085. https://doi.org/10.1002/sce.20445
  16. Forrester, J. W., 1968, Principles of systems (2nd Ed.). Waltham, MA: Pegasus Communications.
  17. Forrester, J. W., 1993, System dynamics as an organizing framework for pre-college education. System Dynamics Review, 9(2), 183-194. https://doi.org/10.1002/sdr.4260090207
  18. Fugelsang, J. A., and Thompson, V. A., 2003, A dualprocess model of belief and evidence interactions in causal reasoning. Memory and Cognition, 31(5), 800-815. https://doi.org/10.3758/BF03196118
  19. Grossman, P. L., 1990, The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
  20. Gulyaev, S. A., and Stonyer, H. R., 2002, Making a map of science: General systems theory as a conceptual framework for tertiary science education. International Journal of Science Education, 24, 753-769. https://doi.org/10.1080/09500690210126504
  21. Herbert, B.E., 2005, Student understanding of complex Earth systems, In C.A.Manduca, and D.W. Mogk, (eds), Special Paper 395: Geologists Think and Learn about the Earth, Boulder, CO: Geological Society of America.
  22. Hmelo-Silver, C. E., and Pfeffer, M. G., 2004, Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cognitive Science, 28(1), 127-138. https://doi.org/10.1207/s15516709cog2801_7
  23. Hoffman, M., and Barstow, D., 2007, Revolutionizing earth system science education for the 21st century: Report and recommendations from a 50-state analysis of earth science education standards. Washington, DC: National Oceanic and Atmospheric Administration.
  24. Ireton, M. F. W., Manduca, C. A., and Mogk, D. W., 1996, Shaping the future of undergraduate earth science education: Innovation and change using an earth system approach. Washington DC: American Geophysical Union.
  25. Jacobson, M. J., 2001, Problem solving, cognition, and complex systems: Differences between experts and novices. Complexity, 6(3), 41-49. https://doi.org/10.1002/cplx.1027
  26. Jang, M. and Nam, Y., 2012, Pre-service elementary teachers' conceptions on the relative sizes of celestial bodies. Journal of Korean Earth Science Society, 33(7), 645-657. (in Korean) https://doi.org/10.5467/JKESS.2012.33.7.645
  27. Jeong, J and Han, S, 2010, The conceptions of astronomical distance of elementary school teachers, Journal of Korean Earth Science Society, 31(7), 827838. (in Korean)
  28. Johnson, d. R., Ruzek, M., and Kalb, M. (1997). What is earth system science? Proceedings of the 1997 International Geoscience and Remote Sensing Symposium (pp. 688-691). Singapore.
  29. Kali, Y., Orion, N., Eylon, B. S. (2003). Effect of knowledge integration activities on students' perception of the earth's crust as a cyclic system. Journal of Research in Science Teaching, 40(6), 545-565 https://doi.org/10.1002/tea.10096
  30. Khalid, T. (1999). The study of pre-service teachers: Alternate conceptions regarding three ecological issues. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. Boston, MA
  31. Kikas, E. (2004). Teachers' conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41(5), 432-448. https://doi.org/10.1002/tea.20012
  32. Kinach, B. M. (2002). A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: Toward a model of effective practice. Teaching and Teacher Education, 18(1), p 51-71. https://doi.org/10.1016/S0742-051X(01)00050-6
  33. King, C. (2000). The earth's mantle is solid; teachers' misconceptions about the earth and plate tectonics. The School Science Review, 82(298), 57-64.
  34. Kuhn, D., Iordanou, K., Pease, M., and Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23(4), 435-451. https://doi.org/10.1016/j.cogdev.2008.09.006
  35. Lee, H., 2010, A qualitative case study of an exemplary science teacher's earth systems education experiences. Journal of Korean Earth Science Society, 31(5), 500-520. https://doi.org/10.5467/JKESS.2010.31.5.500
  36. Libarkin, J. C., Anderson, S. W., and Dahl, J. (2005). Qualitative analysis of college students' ideas about the earth: Interviews and open-ended questionnaires. Journal of Geoscience Education, 53(1), 17-26. https://doi.org/10.5408/1089-9995-53.1.17
  37. Libarkin, J. C., and Kurdziel, J. P. (2006). Ontology and the teaching of earth system science. Journal of Geoscience Education, 54(3), 408-413. https://doi.org/10.5408/1089-9995-54.3.408
  38. Löhner, S., van Joolingen, W. R., and Savelsbergh, E. R. (2003). The effect of external representation on constructing computer models of complex phenomena. Instructional Science, 31(6), 395-418. https://doi.org/10.1023/A:1025746813683
  39. Mayer, V. J. (Ed.). (2002). Global science literacy (1st ed.). Dordrecht: Kluwer Academic.
  40. National Aeronautics and Space Administration. Earth System Science Program. Retrieved September, 8, 2016, from http://science.nasa.gov/earth-science/.
  41. National Aeronautics and Space Administration. NASA Innovations in Climate Education. (NASA, 2011) Retrieved September, 8, 2016, from http://www.nasa.gov/offices/education/programs/descriptions/NASA_Innovations_in_Climate_Education.html
  42. NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
  43. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
  44. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington DC: The National Academies Press.
  45. Ocean Literacy Network. (2011). Ocean literacy. Retrieved from http://oceanliteracy.wp2.coexploration.org/?page_id=164.
  46. Orion, N., and Ault, J., C. R. (2007). Learning earth sciences. In S. K. Abell , and N. G. Lederman (Eds.), Handbook of research on science education (pp. 653-687). Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.
  47. Raia, F. (2005). Students' understanding of complex dynamic systems. Journal of Geoscience Education, 53(3), 297-308. https://doi.org/10.5408/1089-9995-53.3.297
  48. Resnick, M. (1996). New paradigms for computing, new paradigms for thinking. In Y. Kafai, and M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world (pp. 255-267). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  49. Richmond, B. (1993). Systems thinking: Critical thinking skills for 1990s beyond. System Dynamics Review, 9(2), 113-133. https://doi.org/10.1002/sdr.4260090203
  50. Roberts, N. (1978). Teaching dynamic feedback systems thinking: An elementary view. Management Science, 24(8), 836-843. https://doi.org/10.1287/mnsc.24.8.836
  51. Roberts, N., Anderson, D., Deal, R., Garet, M., and Shaffer, W. (1994). Introduction to computer simulation:A system dynamics modeling approach. Portland, Oregon: Productivity Press.
  52. Schellnhuber, H. J. (1999). 'Earth system' analysis and the second copernican revolution, Nature, 402, C19-C23. https://doi.org/10.1038/35011515
  53. Schellnhuber, H. J., and Wenzel, V. (1998). Earth system analysis Springer Berlin.
  54. Sell, K. S., Herbert, B. E., Stuessy, C. L., and Schielack, J. (2006). Supporting student conceptual model development of complex earth systems through the use of multiple representations and inquiry. Journal of Geoscience Education, 54(3), 396-407. https://doi.org/10.5408/1089-9995-54.3.396
  55. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Currency.
  56. Sibley, D. F., Anderson, C. W., Heidemann, M., Merrill, J. E., Parker, J. M., and Szymanski, D. W. (2007). Box diagrams to assess students' systems thinking about the rock, water and carbon cycles. Journal of Geoscience Education, 55(2), 138-146. https://doi.org/10.5408/1089-9995-55.2.138
  57. Sins, P. H. M., Savelsbergh, E. R., and van Joolingen, W. R. (2005). The difficult process of scientific modeling: An analysis of novices' reasoning during computerbased modeling. International Journal of Science Education, 27(14), 1695-1721. https://doi.org/10.1080/09500690500206408
  58. Sperandeo-Mineo, R., Fazio, C., and Tarantino, G. (2006). Pedagogical content knowledge development and preservice physics teacher education: A case study. Research in Science Education, 36(3), 235-268. https://doi.org/10.1007/s11165-005-9004-3
  59. U.S Climate Change Science Program. (2009). Climate literacy: "the essential principles of climate sciences". Retrieved from http://www.climatescience.gov/Library/Literacy/default.php.
  60. Weinberg, G. M. (1975). An introduction to general systems thinking. New York: Dorset House Publishing.
  61. Wilensky, U., and Resnick, M. (1999). Thinking in levels:A dynamic systems perspective to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19. https://doi.org/10.1023/A:1009421303064

Cited by

  1. An Analysis of the Effects of Learning Stress for Inquiry Activities in College Earth Science Course vol.39, pp.4, 2018, https://doi.org/10.5467/JKESS.2018.39.4.349