Many principles in geology are intuitive to geologists who already understand those principles, but little is known about learners' intuitions in geology. We apply existing theoretical machinery about learners' intuitions in physics to learners' intuitions in geology, and we present several examples of geology intuitions from teachers' reasoning about relative age relationships during field instruction. Implications are discussed for how to productively harness learners' intuitions in geoscience education.
|Original language||English (US)|
|Number of pages||2|
|Journal||Proceedings of International Conference of the Learning Sciences, ICLS|
|State||Published - 2014|
ASJC Scopus subject areas
- Computer Science (miscellaneous)