Sixth Graders' Conceptions of Rocks in their Local Environments

Instruction in a constructivist framework involves creating opportunities for learners to integrate new learning about abstract geological ideas with prior science-related experiences, and to apply ideas learned in class to everyday events. But do children readily make these connections? I surveyed 55 sixth grade children about their knowledge of rocks in their local area. Results indicate that students can provide appropriate but general definitions for rocks and explanations of their formation. They can name examples of rock specimens in their home areas, but have little understanding of the underlying geology of the region. Implications of these results emphasize that making local connections, especially in activities such as rock and mineral identification, should be included in K-12 geological education.