The power of deep time in geoscience education: linking ‘interest’, ‘threshold concepts’, and ‘self-determination theory’

摘要: Geological time is a pivotal concept in geological education, yet it often fails to be included explicitly UK school curricula. The careful application of existing educational theory can assist geoscience educators their role enhancing learners' understanding Earth's deep history and providing conceptual framework for environmental change education. Three bodies are reviewed with teachers' imperatives mind. These relate interest, motivation. First, the psychological construct interest analysed terms situational individual interest. Second, threshold presented as recent addition theory. Third, learner motivation examined context self-determination Such rarely progressively cumulative because new ideas typically relatively independent fashion. Further fragmentary theorising may generate minimal insight, but combining such into coherent whole provide greater assistance planning, teaching assessment. Many teachers have strong subject loyalties orientations, so this three-fold blend developed geoscience, using dominant concept. A 3-by-4 cellular model combines key elements relation time. Teachers use plan curricula or diagnose cognition.