The concept of time: can it be fully realised and taught?

This article discusses the threshold concept of ‘time’ in relation to student teaching and learning within the GEES subjects. Preconception and sensory perception of the world is thought to play a key role in how students develop their ideas of ‘time’ in relation to their experiences, be it from non-academic life, classroom based learning or fieldwork. Geological time or ‘deep time’ is a clear example of the problems that students have in conceptualising time in contexts that do not relate to everyday situations. Combining complex terminology with the introduction of new concepts can further hinder the student’s proper understanding, for example, the concepts of radiometric-dating, absolute and relative time can create a mire of confusion. One possible solution is to revisit the expert’s own past learning experiences of such concepts as a means to bridging the barriers of knowledge transfer from teacher to student - the so called ‘aha!’ moments. Such insights could lead to the development of innovative teaching materials that overcome the problems. Applying properly supported analogies, either in fieldwork or the classroom, can result in effective teaching approaches. However, we should always remain vigilant that student preconceived ideas and perceptions may inhibit proper understanding and learning progression.