A qualitative study of college students' conceptions of rivers

Abstract

This study explored two research questions: (1) What are college students' conceptions of river topics and (2) What are the emergent patterns between students' conceptions and their gender and ethnicity? A basic interpretive qualitative research design was used. Purposeful sampling was used to recruit 24 college students from an introductory geology class. In-depth interviews were conducted and a demographic questionnaire administered. Interview responses were analyzed using a modified version of constant comparative analysis. Between-gender patterns and between-ethnic group patterns of the type of conceptions held were investigated by calculating relative likelihood statistics. Four findings emerged. Finding 1: students held mostly scientific and incomplete scientific conceptions of the nine river topics covered in the study. Finding 2: students' conceptions were complex. In addition to scientific and alternative conceptions, students also held incomplete scientific, incomplete scientific-alternative, and scientific-alternative conceptions. Individual students held a range of conceptions across the river topics. For each topic, there was a range of conceptions held by students. Finding 3: students had more alternative conceptions for processes, causes, and difficult-to-observe features. Finding 4: patterns were observed between students' conceptions and their gender and ethnicity. Men held scientific, incomplete scientific, and scientific-alternative conceptions more frequently than did women. Women held incomplete scientific-alternative and alternative conceptions more frequently than did men. White students held scientific, incomplete scientific, and scientific-alternative conceptions more frequently than did Hispanic students. Hispanic students held incomplete scientific-alternative and alternative conceptions more frequently than did White students.