DEFINITION OF DIFFICULT CONCEPT
DEFINITION OF DIFFICULT CONCEPT
Mary Savina, Vanessa Svihla, Priscilla Laws
Difficult to Teach
Involves naïve conceptions
Instructor doesn’t fully understand concept
Vocabulary difficulties
Term totally unfamiliar
Term used differently or with less specificity in popular language
Topic is controversial
Difficult to Learn
Abstract, not amenable to experience in classroom or lab
Highly situated or contextualized
Complex, non-linear, involving feedbacks, many elements
Unfamiliar temporal or spatial scales
EXAMPLE: Coriolis Force
Why it’s important
Needed to help students understand the movement of air masses and weather systems on our rotating Earth
Contexts in an Introductory Course
Not completed yet
A Possibly Effective Demonstration
Have students sit opposite each other on a rotating platform and play catch with and without the platform rotating
Assessment
Part 1—Understanding demonstration, extending to rolling marble or
to rotating sphere (Earth)
Part 2—Near to far transfer, extending to air mass moving near surface of rotating sphere (Earth)
Part 3—Preparation for future learning – Students develop questions about
far transfer demonstration. Predict path or design a lab model
Rationale and research about assessment
Other Difficult Concepts or Skills needed for Conceptual Learning
Sedimentology-stratigraphy
Reading well logs
Seismic data
Paleo
Fossilization
Evolution
Deep Time
Structural Geology
Seeing structures, i.e. drag, directions of motion, stereonet
Pressure
Earth Materials, mineralogy-petrology
Volume relations w/ T and P
Crystal systems
Earth Systems Science
Positive and negative feedbacks
Geomorphology
Conservation of mass
Erosion and weathering
Threshold
Tectonics
Concept of a plate
Idea that continents float
Concept that asthenosphere is molten
Buoyancy
Other
Transform faults
Landslide and Force balance
Etc. etc.
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