Alternative conceptions of introductory geoscience students and
a method to decrease them College students often leave
introductory geoscience courses with alternative conceptions,
and these alternative conceptions are a barrier to their grasp
of geological conceptions. This dissertation clarifies the
problem and suggests pedagogical strategies for correcting it.
It is an integration of research on students' conceptions of
geoscience topics with the application of that knowledge to the
development of materials to change these conceptions to be more
scientifically accurate. This research identifies and documents
alternative conceptions students have in several key geoscience
topics and the consequences of these alternative conception in
terms of preventing understanding. After documenting the
alternative conceptions, I investigate their sources. In
addition, I develop ways in which the alternative conceptions
can be addressed in classrooms in terms of non-traditional
teaching techniques, and I assess the succe