Learning in Earth and space science: a review of conceptual change instructional approaches

ABSTRACT

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change were generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning, focuses on the learning of geological phenomena through the construction of multiple representations, and employs qualitative data collection throughout the implementation of an instructional approach.

KEYWORDS:

• Earth science
• astronomy
• geology
• conceptual change
• instructional approaches
• systematic literature review

Notes on contributors

Reece Mills is a secondary science teacher and a Science Education Ph.D. candidate in the College of Arts, Society and Education at James Cook University. His research is exploring the learning potential of student-created animation in a junior secondary Earth science context, and the relationship between students’ interest and conceptual change.

Louisa Tomas is a senior lecturer in Science and Sustainability Education at James Cook University. Her research interests include pedagogical approaches that engage students with socioscientific issues, and the role of students’ emotions in this context. She is also researching Sustainability Education in pre-service teacher education, particularly blended learning approaches that support authentic and experiential learning, and students’ science-sustainability understanding.

Brian Lewthwaite is a professor in Education at James Cook University. Previously he has worked at the University of Manitoba (Canada) and Massey University (New Zealand). His research interests are pre-service and in-service teacher development of classroom practice, especially in settings responsive to the aspirations of Indigenous communities and their students.