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Title:
Identifying Alternative Conceptions About Water on Mars Held by Middle School Science Teachers
Authors:
Kolb, K. J.; Keller, J. M.; Novodvorsky, I.
Affiliation:
AA(Lunar and Planetary Laboratory, University of Arizona, 1629 E. University Blvd., Tucson, AZ 85721, United States ; ), AB(California Polytechnic State University, Building 52-D37, San Luis Obispo, CA 93407, United States ; ), AC(College of Science Teacher Preparation Program, University of Arizona, 1118 E. 4th St., Tucson, AZ 85721, United States ; )
Publication:
American Geophysical Union, Fall Meeting 2008, abstract #ED41A-0557
Publication Date:
12/2008
Origin:
AGU
AGU Keywords:
0815 Informal education, 0830 Teacher training, 0850 Geoscience education research
Bibliographic Code:
2008AGUFMED41A0557K

Abstract

The current Mars Exploration strategy of the National Aeronautics and Space Administration (NASA) is to "follow the water" in hopes of finding past or present life. The purpose of our study is to identify alternative conceptions about water on Mars held by middle school science teachers in order to inform space science educators. We use middle school science teachers in southern Arizona and California as the study population because earth science and phase changes are part of state education standards for middle school in Arizona and California. The study assesses understanding of four main concepts: carbon dioxide versus water ice, recent versus ancient water, the phases of water, and how scientists know about water on Mars. To identify teachers' conceptions, an anonymous online survey was administered. The survey also collected non-identifying demographic information about the teachers. A preliminary analysis of the data from the pilot study suggests that the teachers surveyed do not know about or understand that evidence suggests that Mars was different in the past, that water vapor exists on Mars, the utility of Earth-based telescopes, and the status of the search for life on Mars. We will present the teachers' conceptions about water on Mars. Our results will have implications for how NASA and other space science institutes could direct their education and public outreach efforts to middle school science teachers in order to be as effective as possible.
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