Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory
Julie C. Libarkin, Steven W. Anderson September 2005 Journal of Geoscience Education v53 n4 p394
In the geosciences, teachers are just beginning to become aware of the importance of conceptual change in instruction. This article from the Journal of Geoscience Education looks at research conducted using the Geoscience Concept Inventory (GCI) and its application to the study of learning in entry-level geoscience courses. This study found that students are entering geoscience courses with misconceptions, and in many cases are leaving the classroom with these alternative ideas intact The authors conclude that significant research needs to be done to evaluate teaching effectiveness in geoscience classrooms.
