Learning Theories Applied to Teaching and Improving Hydrogeological Conceptualization

Conceptual change is the process of developing a new understanding of an idea or related set of ideas and has been researched and theorized extensively in the last few decades. Although there is ongoing debate about how and why conceptual change occurs, all agree that individuals' prior knowledge plays a role, everyone engages differently in the process, and the context of the learning environment is influential. In this paper we build upon the work explored by Jimenez‐Martinez (this issue) on conceptual change in hydrogeology, and explore how the conceptual change theory of Vosniadou may facilitate understanding the learning process in hydrogeology. Vosniadou's theory is particularly applicable because it addresses the learning of ideas that combine abstract (GW flow) and visible (water flow) concepts. A pathway for exploring hydrogeology students' mental models (from naïve framework theory, to synthetic models, to scientific mental models) and identifying misconceptions specifically within hydrogeology using methods established by Vosniadou and colleagues is proposed as a means to address some of the challenges identified by Jimenez‐Martinez.