Communicating even fundamental scientific concepts can be challenging. Furthermore, student mental models are often difficult to uncover even by the most talented teacher or researcher. Drawing is a universal process skill widely used by scientists to refine their conceptions about a wide range of topics, communicate ideas, and advance scientific…

Topographic map-reading skills are critical for certain professions but can be difficult to learn. The purpose of this pilot study is to provide insight on the role augmented reality technology can play in the development of topographic map-reading skills. Using a situated cognition theoretical framework, this study tracks the development of…

The ability to explain scientific phenomena is a key feature of scientific literacy, and engaging students' prior knowledge, especially their alternate conceptions, is an effective strategy for enhancing scientific literacy and developing expertise. The gap in knowledge about the alternate conceptions that novices have about many of Earth's…

Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the…

There is a growing need for public understanding about groundwater resources. Knowing what groundwater and aquifers are is fundamental to understanding more complex issues such as groundwater quality and availability. However, groundwater and related concepts are among the topics that instructors most struggle to teach. Although constructivist…

Water sciences education is paramount to sustainable groundwater resource management, especially of drinking water, but misunderstandings about groundwater among non-experts remain widespread. Groundwater residence is an especially challenging concept to learn because it is not directly visible in typical circumstances. The present study uses a…

Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of…

Despite the need for public understanding about groundwater resources, groundwater is among those topics that instructors most struggle to teach at pre-college and college levels. Although constructivist theories suggest student-held conceptions can be used as teaching tools for active learning, there remains a question about how to draw out and…