T123 Innovations and Challenges in Non-Major Instruction in Two- and Four-Year Colleges II

Monday, 5 November 2012
1:30 PM - 5:30 PM
209AB

UTILIZING AN ARTIFICIAL OUTCROP TO SCAFFOLD LEARNING BETWEEN LABORATORY AND FIELD EXPERIENCES IN A COLLEGE-LEVEL INTRODUCTORY GEOLOGY COURSE

Paper number: T123-4
Program: Technical Sessions
Time: 2:20 PM – 2:35 PM

Authors

Abstract

Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This study explored problems associated with teaching geology in the field by attempting to improve the transition of undergraduate students from a traditional laboratory setting to an authentic field environment. Utilizing an artificial outcrop, called the GeoScene, during an introductory college-level non-majors geology course, the transition was studied. The GeoScene was utilized in this study as an intermediary between laboratory and authentic field based experiences, allowing students to apply traditional laboratory learning in an outdoor environment. The GeoScene represented a faux field environment; outside, more complex and tangible than a laboratory, but also simplified geologically and located safely within the confines of an educational setting.

This study employed a mixed-methods action research design, which allowed for systematic inquiry by the teacher/researcher into how the students learned. Several types of data were collected and analyzed, including: visual recordings of the intervention, interviews, analytic memos, student reflections, field practical exams, and a pre/post knowledge and skills survey, to determine whether the intervention affected student comprehension and interpretation of geologic phenomena in an authentic field environment, and if so, how.

Qualitative data sources suggested that the GeoScene treatment was a positive addition to the laboratory studies and improved the student transition to the field environment by: (1) reducing anxiety and decreasing heightened stimulus associated with the novelty of the authentic field environment, (2) allowing a physical transition between the laboratory and field that shifted concepts learned in the lab to the field environment, and (3) improving critical analysis of geologic phenomena. This was corroborated by the quantitative data that suggested the treatment group may have outperformed the control group in geology content related skills taught in the laboratory, and supported by the GeoScene, while in an authentic field environment (p≤0.01, δ=0.507).