Exploring the Relationship between Students' Understanding of Conventional Time and Deep (Geologic) Time
Exploring the Relationship between Students' Understanding of Conventional Time and Deep (Geologic) Time
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DOI：
10.1080/09500693.2011.587032
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发表时间：
2013-07-01
影响因子：
2.3
通讯作者：
Cheek, Kim A.
中科院分区：
文献类型：
--
作者：
Cheek, Kim A.
许多地质作用发生在地质或深部时间的背景下。所有年龄段的学生都很难掌握这一基本概念，这影响了他们获得其他地球科学概念的能力。深时的概念要求有能力在巨大的时间尺度上对事件进行排序（继承），并根据地质过程发生的速率来判断地质过程的持续时间。继承和持续这两个概念与传统时间概念的基础是相同的。如果深度时间是传统时间的延伸，并且与传统时间没有本质上的不同，那么学生在处理不同时间段的类似任务时应该表现出类似的推理模式。35名13-24岁的美国学生参加了基于任务的个人访谈，以确定他们如何看待传统和深层时间的继承和持续时间。这是30多年来首次尝试在同一研究中探索这种关系。大多数学生成功地完成了时间顺序任务，但有更大的变化，持续时间任务的反应。传统的时间概念似乎会影响学生对深度时间的推理。将空间推理应用于时间任务有时会导致正确的反应，但在其他情况下不会。未来的研究和教学策略的影响进行了讨论。
Many geologic processes occur in the context of geologic or deep time. Students of all ages demonstrate difficulty grasping this fundamental concept which impacts their ability to acquire other geoscience concepts. A concept of deep time requires the ability to sequence events on an immense temporal scale (succession) and to judge the durations of geologic processes based on the rates at which they occur. The twin concepts of succession and duration are the same ideas that underlie a concept of conventional time. If deep time is an extension of conventional time and not qualitatively different from it, students should display similar reasoning patterns when dealing with analogous tasks over disparate temporal periods. Thirty-five US students aged 13-24 years participated in individual task-based interviews to ascertain how they thought about succession and duration in conventional and deep time. This is the first attempt to explore this relationship in the same study in over 30 years. Most students successfully completed temporal succession tasks, but there was greater variability in responses on duration tasks. Conventional time concepts appear to impact how students reason about deep time. The application of spatial reasoning to temporal tasks sometimes leads to correct responses but in other instances does not. Implications for future research and teaching strategies are discussed.