Students’ mental model development during historically contextualized inquiry: how the ‘Tectonic Plate’ metaphor impeded the process

References

• AAAS. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
   Google Scholar
• Allchin, D. (2011). The Minnesota case study collection: New historical inquiry case studies for nature of science education. Science & Education, 1–19. Retrieved March 1, 2012, from http://www.springerlink.com/content/v42561276210585q/
   Google Scholar
• Allchin, D. (2014). The episodic historical narrative as a structure to guide inquiry in science and nature of science education. Paper presented at the 10th international conference on the history of science and science education, University of Minnesota, Minneapolis, Minnesota.
   Google Scholar
• Amin, T. G. (2009). Conceptual metaphor meets conceptual change. Human Development, 52(3), 165–197. doi: 10.1159/000213891
   Web of Science ®Google Scholar
• Amin, T. G. (2015). Conceptual metaphor and the study of conceptual change: Research synthesis and future directions. International Journal of Science Education. Retrieved April 15, 2015, from http://dx.doi.org/10.1080/09500693.2015.1025313
   Web of Science ®Google Scholar
• Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5–11. doi: 10.3102/0013189X025004005
   Google Scholar
• Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Rejoinder: Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18–21.
   Google Scholar
• Argentieri, A., Console, F., Doglioni, C., Fabbi, S., Pantoloni, M., Petti, F. M., … Zuccari, A. (2014). The “Geoitaliani” project: History of geology as a key for spreading of scientific knowledge in Italy. In B. Cesare, E. Erba, B. Carmina, L. Fascio, F. M. Petti, & A. Ziccari (Eds.), Rendiconti Online dell Società Geologica Italiana: The future of Italian geosciences - The Italian geosciences of the future (p. 752). Rome: Società Geologica Italiana.
   Google Scholar
• Asia-Pacific Economic Cooperation. (2008). A new commitment to Asia-Pacific Development. 2008 APEC Minsiterial Meeting, 14.
   Google Scholar
• Asia-Pacific Economic Cooperation. (2012). APEC mathematics and science instruction. Retrieved November 15, 2013, from http://aimp.apec.org/Documents/2012/MM/AEMM/12_aemm_005.pdf
   Google Scholar
• Ball, P. (2011). A metaphor too far. Nature. Retrieved June 29, 2014, from Nature: News, http://www.nature.com/news/2011/110223/full/news.2011.115.html?WT.ec_id=NEWS-20110301 - comments
   Google Scholar
• Barstow, D., & Geary, E. (2002). Blueprint for change: Report from the national conference on the revolution in earth and space science education. Cambridge, MA: TERC. Retrieved September 5, 2011, from http://www.earthscienceedrevolution.org/
   Google Scholar
• Bereiter, C., & Paris, S. (2004). Education and mind in the knowledge age. Contemporary Psychology, 49(2), 149.
   Google Scholar
• Blake, A. (2005). Do young children's ideas about the earth's structure and processes reveal underlying patterns of descriptive and causal understanding in earth science? Research in Science and Technological Education, 23(1), 59–74. doi: 10.1080/02635140500068450
   Google Scholar
• Boulter, C., & Buckley, B. (2000). Constructing a typology of models for science education. In J. Gilbert & C. Boulter (Eds.), Developing models in science education (pp. 41–58). Dordrecht: Kluwer Academic.
   Google Scholar
• Bransford, J. D., Brown, A. L., Cocking, R. R., & Committee on Developments in the Science of Learning, National Research Council (Eds). (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: The National Academies Press.
   Google Scholar
• Buckley, B., & Boulter, C. (2000). Investigating the role of representations and expressed models in building mental models. In J. Gilbert & B. Carolyn (Eds.), Developing models in science education (pp. 119–136). Dordrecht: Kluwer Academic.
   Google Scholar
• Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 1–14). Dordrecht: Springer.
   Google Scholar
• Camill, P. (2006). Case studies add value to a diverse teaching portfolio in science courses. Journal of College Science Teaching, 36(2), 31–37.
   Google Scholar
• Carey, S. (2009). The origin of concepts. Oxford: Oxford University Press.
   Google Scholar
• Carey, S. W. (1976). The expanding earth. Amsterdam: Elsevier Scientific.
   Google Scholar
• Chamberlin, R. T. (1919). The building of the Colorado rockies. Journal of Geology, 27(3), 225–251. doi: 10.1086/622658
   Google Scholar
• Cheek, K. (2010). Commentary: A summary and analysis of twenty-seven years of geoscience conceptions in research. Journal of Geoscience Education, 58(3), 122–134. doi: 10.5408/1.3544294
   Google Scholar
• Clark, S., Libarkin, J., Kortz, K., & Jordan, S. (2011). Alternate conceptions of plate tectonics held by non science undergraduates. Journal of Geoscience Education, 59, 251–262. doi: 10.5408/1.3651696
   Google Scholar
• Clement, J. J. (2008a). Student/teacher co-construction of visualizable models in large group discussion. In J. Clement & M. A. Rae-Ramirez (Eds.), Model based learning and instruction in science (Vol. 2, pp. 11–22). Dordrecht: Springer.
   Google Scholar
• Clement, J. J. (2008b). Creative model construction in scientists and students: The role of imagery, analogy, and mental simulation. Dordercht: Springer.
   Google Scholar
• Conant, J. B. (1947). On understanding science: An historical approach. New Haven, CT: Yale University Press.
   Google Scholar
• Dana, J. D. (1847). Geological results of the earth's contraction in consequence of cooling. American Journal of Science, 53, 176–188.
   Google Scholar
• Deng, F., Chen, D.-T., Tsai, C.-C., & Chai, C. S. (2011). Students’ views of the nature of science: A critical review of research. Science Education, 95(6), 961–999. doi: 10.1002/sce.20460
   Web of Science ®Google Scholar
• Dinan, F. J. (2005). Laboratory based case studies: Closer to the real world. Journal of College Science Teaching, 35(2), 27–29.
   Google Scholar
• Dolphin, G. (2009). Evolution of the theory of the earth: A contextualized approach for teaching the history of the theory of plate tectonics to ninth grade students. Science Education, 18(3–4), 425–441. doi: 10.1007/s11191-007-9136-0
   Web of Science ®Google Scholar
• Dori, Y. J., Tal, R. T., & Tsaushu, M. (2003). Teaching biotechnology through case studies: Can we improve higher order thinking skills of nonscience majors? Science Education, 87(6), 767–793. doi: 10.1002/sce.10081
   Web of Science ®Google Scholar
• Dunnivant, F., Moore, A., Alfano, M., Buckley, P., & Newman, M. (2000). Understanding the greenhouse effect: Is global warming real? An integrated lab-lecture case study for non-science majors. Journal of Chemical Education, 77(12), 1602–1603. doi: 10.1021/ed077p1602
   Web of Science ®Google Scholar
• Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.
   Google Scholar
• Else, M. J., Clement, J., & Rae-Ramirez, M. A. (2008). Using analogies in science teaching and curriculum. In J. Clement & M. A. Rae-Ramirez (Eds.), Model based learning and instruction in science (Vol. 2, pp. 215–232). Dordrecht: Springer.
   Google Scholar
• Eurydice Network. (2011). Science education in Europe: National policies, practices and research. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/133EN.pdf
   Google Scholar
• Francek, M. (2013). Compilation and review of over 500 geoscience misconceptions. International Journal of Science Education, 35(1), 31–64. doi: 10.1080/09500693.2012.736644
   Web of Science ®Google Scholar
• Gallese, V., & Lakoff, G. (2005). The brain's concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22(3/4), 455–479. doi: 10.1080/02643290442000310
   PubMed Web of Science ®Google Scholar
• Gentner, D. (2002). Analogy in scientific discovery: The case of Johannes Kepler. In L. Magnani & N. J. Nersessian (Eds.), Model-based reasoning: Science, technology, values (pp. 21–39). New York, NY: Kluwer Academic.
   Google Scholar
• Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15(1), 1–38. doi: 10.1016/0010-0285(83)90002-6
   Web of Science ®Google Scholar
• Gilbert, J. (2008). Visualization: An emergent field of practice and enquiry in science education. In J. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (Vol. 3, pp. 3–24). Dordrecht: Springer.
   Google Scholar
• Gilbert, S., & Watt Ireton, S. (2003). Understanding models in earth and space science. Arlington, VA: NSTA Press.
   Google Scholar
• Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning: An International Journal, 6(2), 105–128. doi: 10.1207/s15327833mtl0602_3
   Google Scholar
• Gruber, H. E., & Barrett, P. H. (1974). Darwin on man: A psychological study of scientific creativity. New York, NY: Dutton.
   Google Scholar
• Harre, R. (2004). Modelling: Gateway to the unknown (Vol. 1). Amsterdam: Elsevier.
   Google Scholar
• Herreid, C. F. (2004). Racism and all sorts of politically correct “isms” in case studies: What are we to do? Journal of College Science Teaching, 34(3), 10–11.
   Google Scholar
• Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. Arlington, VA: NSTA Press.
   Google Scholar
• Hodges, L. C. (2005). From problem-based learning to interrupted lecture: Using case-based teaching in different class formats. Biochemistry and Molecular Biology Education, 33(2), 101–104. doi: 10.1002/bmb.2005.494033022446
   PubMed Web of Science ®Google Scholar
• Hoffman, M., & Barstow, D. (2007). Revolutionizing earth system science education for the 21st century: Report and recommendations from a 50- state analysis of earth science education. Cambridge, MA: TERC.
   Google Scholar
• Höhler, S. (2003). A sound survey: The technological perception of ocean depth, 1850–1930. Transforming spaces: The topological turn in technology studies (pp. 1–17). Retrieved from http://www.ifs.tu-darmstadt.de/gradkoll/Publikationen/transformingspaces.html
   Google Scholar
• Höttecke, D., Henke, A., & Rieß, F. (2012). Implementing history and philosophy in science teaching: Strategies, methods, results and experiences from the European HIPST project. Science & Education, 21(9), 1233–1261. doi: 10.1007/s11191-010-9330-3
   Web of Science ®Google Scholar
• Höttecke, D., & Silva, C. C. (2011). Why implementing history and philosophy in school science education is a challenge: An analysis of obstacles. Science & Education, 20(3–4), 293–316. doi: 10.1007/s11191-010-9285-4
   Web of Science ®Google Scholar
• Hubenthal, M., Braile, L., & Taber, J. (2008). Redefining earthquakes and the earthquake machine. The Science Teacher, 75(1), 32–36.
   Google Scholar
• InterAmerican Network of the Academies of Sciences. (2011). About IANAS. Retrieved from http://www.ianas.org
   Google Scholar
• IUGS Strategic Planning Committee. (2012). International geoscience in the 2nd decade of the 21st century: Science and organizational strategies for the International Union of Geological Sciences (p. 22). Retrieved September 9, 2014, from International Union of Geological Sciences: http://iugs.org/uploads/IUGS_2012_Strategic Plan.pdf
   Google Scholar
• James, W. (1911). On some mental effects of the earthquake. In H. James (Eds.), Memories and studies (pp. 207–226). London: Longmans, Green.
   Google Scholar
• Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Shipley, T. F., Tikoff, B., … Sageman, B. (2010). Commentary: Analogical thinking in geoscience education. Journal of Geoscience Education, 58(1), 2–13. doi: 10.5408/1.3544291
   Google Scholar
• Jensen, D. F. N. (2006). Metaphors as a bridge to understanding educational and social contexts. International Journal of Qualitative Methods, 5(1), 36–54.
   Google Scholar
• Johnson-Laird, P. N. (2010). Mental models and human reasoning. Proceedings of the National Academies of Science, 107(43), 18243–18250. doi: 10.1073/pnas.1012933107
   PubMed Web of Science ®Google Scholar
• Jordan, P. (1971). The expanding earth; some consequences of Dirac's gravitation hypothesis (1st English ed.). Oxford and New York: Pergamon Press.
   Google Scholar
• Kahneman, D. (2011). Thinking, fast and slow (1st ed.). New York, NY: Farrar, Straus and Giroux.
   Google Scholar
• Khan, S. (2008a). Co-construction and model evolution in chemistry. In J. Clement & M. A. Rae-Ramirez (Eds.), Model based learning and instruction in science (Vol. 2, pp. 59–78). Dordrecht: Springer.
   Google Scholar
• Khan, S. (2008b). What if scienerios for testing student models in chemistry. In J. Clement & M. A. Rae-Ramirez (Eds.), Model based learning and instruction in science (pp. 139–150). Dordrecht: Springer.
   Google Scholar
• King, C. (2008). Geoscience education: An overview. Studies in Science Education, 44(2), 187–222. doi: 10.1080/03057260802264289
   Web of Science ®Google Scholar
• King, C. (2013). Third international geoscience education survey – 2012 with 2013 updates. Retrieved August 12, 2014, from International Geoscience Education Organisation: http://earthsciencescanada.com/cgen/uploads/Chris20King20Ordered20third20international20geoscience20education20survey20Nov%2013.pdf
   Google Scholar
• Kirkby, K. (2014). Easier to address earth science misconceptions. Teaching introductory geoscience courses in the 21st century. Retrieved August 12, 2014, from http://serc.carleton.edu/NAGTWorkshops/intro/misconception_list.html
   Google Scholar
• Kuorikoski, J., & Ylikoski, P. (2014). External representations and scientific understanding. Synthese, 1–29. Retrieved from http://dx.doi.org/10.1007/s11229-014-0591-2
   Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York, NY: Basic Books.
   Google Scholar
• Lancor, R. (2015). An analysis of metaphors used by students to describe energy in an interdisciplinary general science class. International Journal of Science Education. Retrieved April 15, 2015, from http://dx.doi.org/10.1080/09500693.2015.1025309
   Google Scholar
• Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Libarkin, J. C. (2005). Conceptions, cognition, and change: Student thinking about the earth. Journal of Geoscience Education, 53(4), 2.
   Google Scholar
• Libarkin, J. C., & Anderson, S. W. (2005). Assessment of learning in entry-level geoscience courses: Results from the geoscience concept inventory. Journal of Geoscience Education, 53(4), 394–401.
   Google Scholar
• London, J. (1906). Story of an eyewitness: The San Francisco earthquake. Collier's Weekly. Retrieved from http://london.sonoma.edu/Writings/Journalism/
   Google Scholar
• Malaise, R. E. (1972). Land-bridges or continental drift. S-181 42 Lidingö.
   Google Scholar
• Marques, L., & Thompson, D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16–17. Research in Science and Technological Education, 15(2), 195–222. doi: 10.1080/0263514970150206
   Google Scholar
• Marshak, S. (2012). Earth: Portrait of a planet (4th ed.). New York, NY: W. W. Norton.
   Google Scholar
• Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York, NY: Routledge.
   Google Scholar
• Müller-Wille, S., & Rheinberger, H.-J. (2012). Cultural history of heredity. Chicago, IL: Chicago University Press.
   Google Scholar
• National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Retrieved June 12, 2014, from http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts
   Google Scholar
• Nersessian, N. J. (2008). Creating scientific concepts. Cambridge, MA: MIT Press.
   Google Scholar
• Niebert, K., & Gropengiesser, H. (2015). Understanding starts in the mesocosm: Conceptual metaphor as a framework for external representations in science teaching. International Journal of Science Education, 1–31. Retrieved April 15, 2015, from http://dx.doi.org/10.1080/09500693.2015.1025310
   Google Scholar
• Niebert, K., Marsch, S., & Treagust, D. F. (2012). Understanding needs embodiment: A theory-guided reanalysis of the role of metaphors and analogies in understanding. Science Education, 96(5), 849–877. doi: 10.1002/sce.21026
   Web of Science ®Google Scholar
• Núñez-Oviedo, M. C., Clement, J., & Rae-Ramirez, M. A. (2008). Complex mental models in biology through model evolution. In J. Clement & M. A. Rae-Ramirez (Eds.), Model based learning and instruction in science (pp. 173–194). Dordrecht: Springer.
   Google Scholar
• Orion, N., & Ault, C. R. (2007). Learning earth sciences. In S. Abell & N. Lederman (Eds.), Handbook on research on science education (pp. 653–688). Mahwah, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor: An emergent epistemological approach to learning. Science Education, 14(6), 535–557. doi: 10.1007/s11191-004-5157-0
   Google Scholar
• Plummer, C., McGeary, D., Carlson, D., Eyles, N., & Eyles, C. (2007). Physical geology and the environment. New York, NY: McGraw-Hill Ryerson Higher Education.
   Google Scholar
• Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. doi: 10.1002/sce.3730660207
   Google Scholar
• Reddy, M. (1979). The conduit metaphor: A case of frame conflict in our language about language. In A. Ortony (Eds.), Metaphor and thought (pp. 284–324). Cambridge and New York: Cambridge University Press.
   Google Scholar
• Reid, H. F. (1910). The California earthquake of April 18, 1906: The mechanics of the earthquake. Washington, DC: Norwood Press.
   Google Scholar
• Rodgers, J. (1949). Evolution of thought on structure of middle and southern Appalachians. Bulletin of the American Association of Petroleum Geologists, 33(10), 1643–1654.
   Web of Science ®Google Scholar
• Rudwick, M. J. S. (2014). Earth's deep history: How it was discovered and why it matters. Chicago, IL: Chicago University Press.
   Google Scholar
• Sawyer, D. (2002). Discovering plate boundaries: A classroom exercise designed to allow students to discover the properties of tectonic plates and their boundaries. Retrieved from http://plateboundary.rice.edu/home.html
   Google Scholar
• Schuchert, C. (1932). Gondwana land bridges. Geological Society of America Bulletin, 43(4), 875–916. doi: 10.1130/GSAB-43-875
   Google Scholar
• Şengör, A. M. C. (2003). The large-wavelength deformations of the lithosphere: Materials for a history of the evolution of thought from the earliest times to plate tectonics. Boulder, CO: Geological Society of America.
   Google Scholar
• Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13(2), 227–237. doi: 10.1016/S0959-4752(02)00022-1
   Web of Science ®Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. doi: 10.3102/0013189X027002004
   Google Scholar
• Sibley, D. F. (2005). Visual abilities and misconceptions about plate tectonics. Journal of Geoscience Education, 53(4), 471–477.
   Google Scholar
• Stent, G. (2002). Prematurity in scientific discovery. In E. Hook (Ed.), Prematurity in scientific discovery: On resistance and neglect (pp. 22–33). Berkley: University of California Press.
   Google Scholar
• Strike, K., & Posner, G. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilaton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176). Albany: State University of New York Press.
   Google Scholar
• Suess, E., Sollas, W. J., & Sollas, H. B. C. (1904). The face of the earth (Das antlitz der erde). Oxford: Clarendon Press.
   Google Scholar
• Taber, K. S. (2003). Mediating mental models of metals: Acknowledging the priority of the learner's prior learning. Science Education, 87(5), 732–758. doi: 10.1002/sce.10079
   Web of Science ®Google Scholar
• Thagard, P. (2012). The cognitive science of science: Explanation, discovery, and conceptual change. Cambridge, MA: MIT Press.
   Google Scholar
• Tobin, K., & LaMaster, S. U. (1995). Relationships between metaphors, beliefs, and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32(3), 225–242. doi: 10.1002/tea.3660320304
   Web of Science ®Google Scholar
• Vollmer, G. (1984). Mesocosm and objective knowledge. In F. Wuketits (Ed.), Concepts and approaches in evolutionary epistemology (pp. 69–122). Dordrecht: Reidel.
   Google Scholar
• Wandersee, J. H., Clary, R. M., Anderson, S. W., & Libarkin, J. (2003). The retention of geologic misconceptions: Alternative ideas that persist after instruction. Paper presented at the American Geophysical Union, Fall Meeting, 2003.
   Google Scholar
• Wegener, A., & Skerl, J. G. A. (1924). The origin of continents and oceans. London: Methuen.
   Google Scholar
• Wiggins, G. P., & McTighe, J. (2006). Understanding by design (Expanded 2nd ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Willis, B. (1932). Isthmian links. Geological Society of America Bulletin, 43(4), 917–952. doi: 10.1130/GSAB-43-917
   Google Scholar
• Won, M., Yoon, H., & Treagust, D. F. (2014). Students’ learning strategies with multiple representations: Explanations of the human breathing system. Science Education, 98(5), 840–866. doi: 10.1002/sce.21128
   Web of Science ®Google Scholar
• Woodward, J. (2003). Making things happen: A theory of causal explanation. New York, NY: Oxford University Press.
   Google Scholar
• Woody, A. I. (2015). Re-orienting discussions of scientific explanation: A functional perspective. Studies in History and Philosophy of Science, 52, 79–87. doi: 10.1016/j.shpsa.2015.03.005
   PubMed Web of Science ®Google Scholar
• Wysession, M. E., Ladue, N., Budd, D. A., Campbell, K., Conklin, M., Kappel, E., … Tuddenham, P. (2012). Developing and applying a set of earth science literacy principles. Journal of Geoscience Education, 60(2), 95–99. doi: 10.5408/11-248.1
   Google Scholar
• Yadav, A., & Beckerman, J. L. (2009). Implementing case studies in a plant pathology course: Impact on student learning and engagement. Journal of Natural Resources and Life Sciences Education, 38, 50–55.
   Google Scholar