This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific…

Visualising subsurface processes in hydrogeology and building intuition for how these processes are controlled by changes in forcing is hard for many undergraduate students. While numerical modelling is one way to help undergraduate students explore outcomes of multiple scenarios, many codes are not user-friendly with respect to defining domains,…