Exploring the Relationship between Students' Understanding of Conventional Time and Deep (Geologic) Time

Abstract

Many geologic processes occur in the context of geologic or deep time. Students of all ages demonstrate difficulty grasping this fundamental concept which impacts their ability to acquire other geoscience concepts. A concept of deep time requires the ability to sequence events on an immense temporal scale (succession) and to judge the durations of geologic processes based on the rates at which they occur. The twin concepts of succession and duration are the same ideas that underlie a concept of conventional time. If deep time is an extension of conventional time and not qualitatively different from it, students should display similar reasoning patterns when dealing with analogous tasks over disparate temporal periods. Thirty-five US students aged 13–24 years participated in individual task-based interviews to ascertain how they thought about succession and duration in conventional and deep time. This is the first attempt to explore this relationship in the same study in over 30 years. Most students successfully completed temporal succession tasks, but there was greater variability in responses on duration tasks. Conventional time concepts appear to impact how students reason about deep time. The application of spatial reasoning to temporal tasks sometimes leads to correct responses but in other instances does not. Implications for future research and teaching strategies are discussed.

Keywords:

• Alternative conception
• Earth science education
• Qualitative research
• Deep time; Succession and duration