T100 Integrating Active Learning Strategies into College-Level Geoscience Classrooms: Implementation, Effects, and “Lessons Learned” (Posters)

Monday, 5 November 2018
9:00 AM - 6:30 PM
Halls J-K

HOW TO ENGAGE THE DISENGAGED: REACHING NON-SCIENCE MAJORS THROUGH ACTIVE LEARNING STRATEGIES IN INTRODUCTORY GEOSCIENCE COURSES

Paper number: T100-5
Program: Technical Sessions
Time: 9:00 AM – 6:30 PM

Authors

Abstract

General education introductory science courses have many challenges to overcome; our students range from mildly interested to openly hostile with respect to science. It is rare to have more than two to three science majors in our introductory geology courses. The rest of their cohort often express frustration at being required to take a class which (to their understanding) has little to no relevance to their careers or personal lives. Moreover, they are intimidated by science, and many are convinced before the first day of class they will do poorly. However, most students have the ability to rise to the challenge when quality work is demanded and they are encouraged to develop the expertise necessary. Integrating active learning projects throughout the semester helps students develop these skills, so that by the end of the course they are able synthesize complex scientific concepts.

Incorporating relevant events through active learning activities are an effective method of engaging student interest by linking scientific concepts to something familiar, which students can then take with them outside the classroom environment. Crucial to establishing an open learning environment begins with integrating a cooperative learning approach that requires the participation of all team members in peer learning, and a problem-based case study approach that primarily relies on projects distilled from current events. Through a series of investigative assignments students work together to examine increasingly complex subjects as the semester progresses to learn and apply content in context. For example, the final semester project in my environmental geology course culminates in the development of a poster presentation on climate change and global water issues, which includes not only application of geologic concepts, but also integrates global issues such as social injustice, equality, and poverty. These projects have been successful in providing opportunities for students to take ownership of learning and expand their knowledge.

Our introductory geology classes are the last science classes many students will ever have. Employing a variety of active learning strategies that integrates analysis and synthesis of complex topics helps introductory non-science majors develop into more scientifically-literate citizens.

Geological Society of America Abstracts with Programs. Vol. 50, No. 6

doi: 10.1130/abs/2018AM-324580

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