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The mineral identification lab is typically the entry level college student’s initial hands-on introduction to minerals. Our research focused on identifying alternative mineralogy conceptions that students bring to an introductory geology course and investigating the origins and nature of these conceptions. We identified a number of alternative conceptions and to help make sense of these ideas we grouped them into four categories: (1) differences between minerals and rocks (e.g., they are the same), (2) mineral composition (e.g., lighter crystals contain more air), (3) where minerals form (e.g., caves), and (4) mineral surface features. The fourth category encompassed alternative conceptions based on immediately observable features and included six daughter categories: (1) mineral characteristics (e.g., all are smooth and crystal-like), (2) origin of planar surfaces (e.g., were cut), (3) sedimentary knowledge (e.g., minerals like mica are formed from layering), (4) mineral relations (e.g., minerals of similar shape are related), (5) environmental impacts (e.g., during formation sand was incorporated to turn the mineral orange), and (6) age of minerals (e.g., age can be determined by fragility). Further, we identified three main knowledge sources from which students construct alternative conceptions: (1) prior science courses, (2) outdoor activities, and (3) jewelry and solar and water impacts. Our research adds to previous work on the alternative conceptions held by novice earth science students. Students’ answers reflect how their knowledge can contribute to creating alternative conceptions.

College students’ prior knowledge and alternative conceptions regarding minerals