T144 Educating the Next Generation of Geoscientists: Effective Strategies That Engage Students, Invest in the Future Geoscience Workforce, and Increase Participation of Members of Historically Underrepresented Communities in the Geosciences (Posters)

Monday, 28 October 2013
9:00 AM - 6:30 PM
Hall D

WEBQUESTS, CSI GEOLOGY, AND VIRTUAL FIELD TRIPS.  DEVELOPING AN ACTIVE AND INQUIRY BASED CLASSROOM TO ENGAGE FIRST GENERATION STUDENTS

Paper number: T144-5
Program: Technical Sessions
Time: 9:00 AM – 6:30 PM

Authors

Abstract

Studies have also shown that traditional lecture based models are not the best vehicles for student engagement or content retention (Handelsman et al., 2007; Hake, 1997). The key elements that are borne out by the various studies show that active learning strategies are highly effective ways to enhance student engagement (Handelsman et al., 2007, Hake, 1997). Within the larger context of active engagement and learning (Michael, 2006) there are specific strategies that have been identified as key factors that lead to increased learning outcomes. These pedagogical strategies include peer engagement (Crouch and Mazur, 2001), collaborative and cooperative learning (Fagen et. al, 2002; Beichner and Saul, 2003; Osborne, 2010), group learning (Hui-min & Jackson, 2010) , guided inquiry (Leech, et. al, 2004; Weaver, et. al, 2008).

Soria and Stebelton (2012) have shown that engaging first generation students in active learning is key to their retention and ensuring their education attainment in the future.

Bearing the research in mind and the fact that approximately 80% of our freshman geology courses are represented by minority. first generation students, we redesigned the introductory geology class using a combination of Blooms Digital Taxonomy and Anderson’s socio-cognitive model of learning to move towards the creation of a hybrid course. Over a period of 18 months we developed a series of online modules which were a combination of lecture materials, webquests, designed to have the students acquire didactic content via self guided inquiry, with class time spent on problem solving activities firmly based in active learning strategies and inquiry based learning.

Measurement of student performance and knowledge retention showed that students in the active learning classroom performed better than students in a traditional classroom. We are in the process of developing a transferable framework for further developing a model for local adoption in geoscience courses.