Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science
Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science
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小学教师实习生对地质时间的概念，参考他们对地球科学、历史和科学的参与
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
Roger Trend
中科院分区：
文献类型：
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作者：
Roger Trend
尽管时间哲学一直在关注，但人们对地质时间的把握却研究不足。对179名职前小学教师进行的研究表明，他们认为地球地质历史中的事件分为三个不同的集群：非常古老，不太古老和地质最近。受访者对相对时间的把握比对绝对时间的把握更有把握，而处理绝对时间的工具产生的结论性证据比那些需要简单排序的工具少。实习教师的地球科学兴趣和课堂经验各不相同，尽管有相似之处，但他们对历史教学比地质学教学更舒适，更富有想象力。为了使人们更安全地学习地球科学概念和过程，需要为每个学习者提供一个深度时间框架，个性化以适应学习者的特点和当地的地球科学特征。
People's grasp of geological time is under-researched, despite attention being devoted to the philosophy of time. Research carried out with 179 pre-service primary teachers suggests they perceive events in Earth's geological past as falling into three distinct clusters: extremely ancient, less ancient and geologically recent. Respondents' grasp of relative time is more secure than their grasp of absolute time and instruments which address absolute time generate less conclusive evidence than do those requiring simple sequencing. Trainee teachers vary in their geoscience interests and classroom experiences and are more comfortable and imaginative with their teaching of history than with their geology, despite the parallels. In order to render more secure people's learning of geoscience concepts and processes, a deep time framework is needed for each learner, individualized to accommodate learner characteristics and local geoscience features.