In this research article, the authors describe the development of the Geoscience Concept Inventory and its application in 43 courses with a total of 2500 students. The authors used the GCI as a pre- and post-test in order to assess student learning gains in introductory courses. The results suggest that many students arrive with misconceptions that remain at the end of the course, but those with the lowest pre-test scores show the greatest gains.
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