ERIC Number: EJ1069867
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 24
Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification
Danielson, Kathryn I.; Tanner, Kimberly D.
CBE - Life Sciences Education, v14 n3 Article 29 Sep 2015
Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification.
Descriptors: Science Education, Undergraduate Students, Scientific Concepts, College Science, Misconceptions, Oceanography, Concept Formation, Biology, Chemistry, Environmental Education, Science Teachers, College Faculty, Knowledge Level, Comparative Analysis, Biochemistry, Majors (Students), Qualitative Research, Statistical Analysis, Scoring Rubrics
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: email@example.com; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: DGE-0948369|DRL-0954127