Using student conceptions about groundwater as resources for teaching about aquifers

References

• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Arthurs, L. (2018). How explicit is the cognitive science foundation of geoscience education research? A study of syntactical units in JGE articles. Journal of Geoscience Education, 66(1), 77–91. doi: 10.1080/10899995.2018.1411710
   Google Scholar
• Arthurs, L. A., & Elwonger, J. M. (2018). Mental models of groundwater residence: A deeper understanding of students’ preconceptions as a resource for teaching and learning about groundwater and aquifers. Journal of Astronomy & Earth Sciences Education (Jaese), 5(1), 53–65. doi: 10.19030/jaese.v5i1.10192
   Web of Science ®Google Scholar
• Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 39(15), 2073–2091. doi: 10.1080/09500693.2017.1363925
   Web of Science ®Google Scholar
• Assaraf, O. B. Z., & Orion, N. (2009). A design based research of an Earth systems based environmental curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 5(1), 47–62.
   Google Scholar
• Ausubel, D. P., & Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Bar, V. (1989). Children’s views about the water cycle. Science Education, 73(4), 481–500. doi: 10.1002/sce.3730730409
   Web of Science ®Google Scholar
• Barab, S. (2012). Design-based research: A methodological toolkit for the learning scientist. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 153–169). New York, NY: Cambridge University Press.
   Google Scholar
• Barab, S. A., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. doi: 10.1207/s15327809jls1301_1
   Web of Science ®Google Scholar
• Beach, A. L., Henderson, C., & Finkelstein, N. (2012). Facilitating change in undergraduate STEM education. Change: The Magazine of Higher Learning, 44(6), 52–59. doi 10.1080/00091383.2012.728955
   Google Scholar
• Ben-Zvi-Assarf, O., & Orion, N. (2005). A study of junior high students’ perceptions of the water cycle. Journal of Geoscience Education, 53(4), 366–373. doi: 10.5408/1089-9995-53.4.366
   Google Scholar
• Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
   Web of Science ®Google Scholar
• Bransford, J. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press, National Research Council.
   Google Scholar
• Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi: 10.3102/0013189X032001009
   Google Scholar
• Confrey, J. (2012). The evolution of design studies as methodology. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 135–151). New York, NY: Cambridge University Press.
   Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Washington, DC: Sage.
   Google Scholar
• Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? American Journal of Physics, 72(6), 835–838. doi: 10.1119/1.1707018
   Web of Science ®Google Scholar
• Davis, B. (1997). Listening for differences: An evolving conception of mathematics teaching. Journal for Research in Mathematics Education, 28(3), 355–376. doi: 10.2307/749785
   Web of Science ®Google Scholar
• Dickerson, D., & Dawkins, K. (2004). Eighth grade students’ understandings of groundwater. Journal of Geoscience Education, 52(2), 178–181. doi: 10.5408/1089-9995-52.2.178
   Google Scholar
• Driver, R., & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10(1), 37–60. doi: 10.1080/03057268308559904
   Google Scholar
• Earth Science Literacy Initiative. (2009). Earth science literacy principles. Retrieved from http://http://www.earthscienceliteracy.org/index.html
   Google Scholar
• Endreny, A. H. (2010). Urban 5th graders conceptions during a place‐based inquiry unit on watersheds. Journal of Research in Science Teaching, 47(5), 501–517.
   Web of Science ®Google Scholar
• Gilbert, J. K., & Watts, D. M. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science education. Studies in Science Education, 19(1), 61–98. doi: 10.1080/03057268308559905
   Google Scholar
• Guba, E. G. (1990). The alternative paradigm dialog. In E. G. Guba (Ed.), The paradigm dialog (pp. 17–30). Newbury Park, CA: Sage.
   Google Scholar
• Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, 68(S1), S52–S59. doi: 10.1119/1.19520
   Web of Science ®Google Scholar
• Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383–396. doi: 10.1080/0140528810304004
   Google Scholar
• Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127–143. doi: 10.1080/00207390500285818
   Google Scholar
• Kenny, J. F., Barber, N. L., Hutson, S. S., Linsey, K. S., Lovelace, J. K., & Maupin, M. A. (2009). Estimated use of water in the United States in 2005 (No. 1344). New York, NY: US Geological Survey.
   Google Scholar
• Klymkowsky, M. (2017, September 14). Reverse Dunning-Kruger effects and science education [Blog post]. Retrieved from http://blogs.plos.org/scied/2017/09/14/reverse-dunning-kruger-effects-and-science-education/
   Google Scholar
• Mackay, D. M., & Cherry, J. A. (1989). Groundwater contamination: Pump-and-treat remediation. Environmental Science & Technology, 23(6), 630–636. doi: 10.1021/es00064a001
   Web of Science ®Google Scholar
• Mattingly. (1987). The dynamics of flowing waters. The Science Teacher, 54, 22–27.
   Google Scholar
• Maupin, M. A., Kenny, J. F., Hutson, S. S., Lovelace, J. K., Barber, N. L., & Linsey, K. S. (2014). Estimated use of water in the United States in 2010 (No. 1405). New York, NY: US Geological Survey.
   Google Scholar
• Mays, D. C. (2010). One-week module on stochastic groundwater modeling. Journal of Geoscience Education, 58(2), 101–109. doi: 10.5408/1.3534852
   Google Scholar
• Meyer, H. (2004). Novice and expert teachers' conceptions of learners' prior knowledge. Science Education, 88(6), 970–983. doi: 10.1002/sce.20006
   Web of Science ®Google Scholar
• Meyer, W. B. (1987). Vernacular American theories of earth science. Journal of Geological Education, 35(4), 193–196. doi: 10.5408/0022-1368-35.4.193
   Google Scholar
• Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905–928. doi: 10.3102/00028312040004905
   Web of Science ®Google Scholar
• National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. Washington, DC: National Academies Press. doi: 10.17226/13362
   Google Scholar
• O’Connor, K. (2013). Class participation: Promoting in-class student engagement. Education, 3, 340–344.
   Google Scholar
• Oude Essink, G. H. P. (2001). Improving fresh groundwater supply—Problems and solutions. Ocean & Coastal Management, 44(5/6), 429–449. doi: 10.1016/S0964-5691(01)00057-6
   Web of Science ®Google Scholar
• Pederson, D. T. (1979). Effectiveness of field trips in teaching groundwater concepts. Journal of Geological Education, 27(1), 11–12. doi: 10.5408/0022-1368-27.1.11
   Google Scholar
• Powell, K., & Kalina, C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241–250.
   Google Scholar
• Reichard, J. (2010). Environmental Geology (1st ed.). Dubuque, IA: McGraw-Hill Higher Education.
   Google Scholar
• Reinfried, S. (2006). Conceptual change in physical geography and environmental sciences through mental model building: The example of groundwater. International Research in Geographical and Environmental Education, 15(1), 41–61. doi: 10.2167/irgee186.0
   Google Scholar
• Schwartz, K. L., Thomas-Hilburn, H., & Haverland, A. (2011). Grounding water: Building conceptual understanding through multimodal assessment. Journal of Geoscience Education, 59(3), 139–150.
   Google Scholar
• Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66–70.
   Web of Science ®Google Scholar
• Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
   Google Scholar
• Thomas, R. A., & Svihla, V. (2017). Changing student conceptions of arid, urban watershed management. Journal of Contemporary Water Research & Education, 161(1), 92–104. doi: 10.1111/j.1936-704X.2017.3254.x
   Web of Science ®Google Scholar
• Unterbruner, U., Hilberg, S., & Schiffl, I. (2016). Understanding groundwater—students' pre-conceptions and conceptual change by means of a theory-guided multimedia learning program. Hydrology and Earth System Sciences, 20(6), 2251–2266.
   Web of Science ®Google Scholar
• Wakida, F. T., & Lerner, D. N. (2005). Non-agricultural sources of groundwater nitrate: A review and case study. Water Research, 39(1), 3–16.
   PubMed Web of Science ®Google Scholar
• Wiggins, G., & McTighe, J. (2011). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477–501.
   Web of Science ®Google Scholar