Using drawing as a tool for investigating undergraduate conceptions of Earth scientists

Abstract

The purpose of this study was to investigate undergraduate students’ conceptions of Earth scientists, using drawing as a tool, during introductory Earth science courses. We explored two research questions: 1) What student conceptions are evident in undergraduate students’ drawings of Earth scientists? and 2) How do undergraduate students’ conceptions of Earth scientists—as evidenced in their drawings—change as a result of completing an introductory Earth science course? We collected pre- and post-drawings of Earth scientists from 94 students in six introductory Earth science courses at two universities and coded the 188 drawings across 39 indicators. We used Chi Square Goodness of Fit Tests to identify significant shifts between pre- and post-drawings and effect sizes with Cohen’s W. Twelve indicators demonstrated higher frequencies and eleven indicators showed significant change (with small, medium, and large effects) between the pre- to post-drawings collected at the beginning and end of each course. The results suggest that unsophisticated conceptions exist, especially at the beginning of an introductory Earth science course. Yet overall, findings indicate that in the courses from which we drew our data, most students had an informed view of Earth science as a field and the work of Earth scientists. Additionally, student ideas about Earth scientists primarily investigating rocks, minerals, and soil, expanded to include other areas of investigation such as the atmosphere and bodies of water. We propose that drawings can serve as an additional valuable tool in an instructor’s toolbox for understanding students’ conceptions of Earth scientists, which has important implications for instruction and curriculum design.

Keywords:

• Drawing
• geoscience education research
• conceptions
• discipline-based education research

Acknowledgements

The authors would like to acknowledge Laurie Davis, Kristin Foley, Duane Hampton, Pamela Lottero-Perdue, Heather Petcovic, Oluwarotimi Popoola, and Peter Voice for their contributions to this project.

Disclosure statement

There is one conflict of interest to report related to this manuscript. The first (corresponding) author is an Associate Editor with JGE.

Additional information

Funding

The Department of Physics, Astronomy, and Geosciences at Towson University provided funding for supplies.