Analysis of educational paths towards a more effective teaching of Earth science, from preschool to high school.

From the review of the current literature on geoscience education research emerges that the same ideas that have crucial importance for a good understanding of Earth science (such as geological time, scale problems, patterns in the environment, and physical changes) are also the ones in which students present alternative conceptions. There is a gap between the scientific models, as developed and shared by the scientific community, and the mental models held by students. The conceptual change from students’ prior ideas to scientific knowledge is crucial for the development of scientific literacy. Several research approaches can be taken to investigate students’ alternative conceptions and changes in students’ ideas using both quantitative and qualitative methodologies. Gathering information on both students’ prior ideas and the development of these ideas at different ages can be an important tool to develop effective educational activities and teaching sequences. In this dissertation, I present the contribution of the research I carried out in my Ph.D. project. The purpose of this project is to collect evidence on the presence of misconceptions in Earth science in Italian students and, through the analysis of students’ spontaneous ideas, collect information on the formation and development of some geological concepts. The misconceptions identified in this work and the link between these, and the pre-instructional ideas can be useful information for teachers at the Italian school but also for those who in this cultural context must develop educational materials such as textbooks. The reasoning changes identified in students on geological concepts at different ages are useful information for the improvement of school curriculum and practices.