1. MISCONCEPTIONS OF MASS EXTINCTIONS: DIFFERENCES
BETWEEN SCIENCE AND NON-SCIENCE MAJORS
GRAY, Kyle, O’CONNELL, Bradley, SEDLACEK, Alexa, R. C., Dept. of Earth and Environmental Sciences, University of Northern Iowa
Introduction
Purpose
This pilot study aimed to identify misconceptions of mass-extinctions held by science majors (specifically Biology and Earth/Environmental Science) versus non- science majors (predominately Art).
Methods
Administered a 9-question survey in two undergraduate courses.
Earth History (Historical Geology) (n = 103)
Earth/Environmental Science
Biology
Art Class (3-D Concepts) (n = 32)
Gen Ed course
Analyzed data by sorting into categories and looking for themes and patterns
Research Questions
What are the differences in the misconceptions held by science and non-science majors regarding:
The number of mass extinctions
The cause of mass extinctions
How Many Mass Extinctions?
1-2
One, the extinction of dinosaurs. I’ve only learned about that one so I have no knowledge of anything else.
Once or twice. The dinosaurs were at least one mass extinction, possibly the Ice Age.
3-4
3, Dinosaurs, Ice Age, and Plague. Each had a huge event that took over and killed many if not all that it was in contact with.
5-6
5 in the past, we are currently in the 6th
7-8
I would say around 7 taking into account ice ages and when the dinosaurs went extinct.
10-100
10-20, a change in the Era is usually marked with a mass extinction
100+
Hundreds of thousands. There are many life forms that have evolved and [are] no longer with us.
Millions of times by my explanation of mass extinction. Any time a species is wiped out rapidly there is a mass extinction.
Non-Specific
A few.
Some species of animals are no longer around.
Cause of Mass Extinctions?
Human Impact
Human problems over a lot of years
Ignorance of Humans
Extraterrestrial Impact
Meteorites striking the Earth
Space debris colliding with Earth
Atmospheric/Climate Change
An extreme weather or atmospheric event
Natural Climate Change
Ecological & Evolutionary
Inability to evolve
Genetic mutations
When many species try to fill a niche
Natural Disasters
A large natural disaster
Volcanic eruptions
Floods
Non-Specific
Any number of things could create conditions in which extinction would occur.
An event or events that would prevent favorable conditions for life to continue.
Conclusions
Science majors are more likely than non-science majors to correctly indicate that there have been 5-6 mass extinctions
30% of the science majors vs 0% of the non-science majors.
Non-science majors believe there were either 1-2 mass extinctions (dinosaurs) or state that they are unsure.
Illustrates the ubiquitous nature of dinosaur extinctions
Suggests lack of formal teaching on the topic
A similar percentage of students from both groups invoke natural disasters (especially volcanoes and earthquakes).
Biology majors often described mass extinctions in terms of single species extinctions.
Likely a function of taking Earth History as Juniors and Seniors
Emphasis of evolutionary processes in biology curriculum
Surprisingly, the largest category for both groups was climate change or atmospheric changes
Unsure why.
May be related to current talk about climate change
Consistent with prior research findings
Focus on few organisms & wrecked ecosystems
Importance of dinosaurs as a ‘gateway’ construct
Implications
Need for in-depth interviews across multiple demographics
Evidence that science instruction does instill the importance of mass extinctions in relation to global climate change
Need for explicit teaching on this topic and connection with global climate change
Demographics
The two groups were different in terms of gender and years at UNI. Students in the art class were predominately freshmen or sophomore females whereas the science majors were predominately juniors and seniors with more equal gender representation.
Most of the students taking Earth History were Earth/Environmental Science and Biology majors. (Required course for both.)
Further Research
Expand to other groups
Chemistry & Biology majors
Pre-Service Elementary Ed majors
General undergraduate student population
Students from diverse settings/backgrounds
Younger students (grades 6-12)
General Public
Include student interviews to drill down on these categories
Develop an online survey for data collection across a wide range of settings
Identify how the media describe/teach about mass extinctions
Investigate best ways to teach about mass extinctions
Acknowledgements
We would like to thank Noah Doely and Angela Waseskuk for letting us collect data in their art course. This project was partially funded by a Faculty Research/Creative Activity Grant from the University of Northern Iowa’s College of Humanities, Arts, and Sciences.