14 Geoscience Outreach and Engagement II

Tuesday, 26 March 2019
8:00 AM - 12:00 PM
Tuttle Room

EARTH SCIENCE IN ACTION! ACTIVE LEARNING STRATEGIES IN PHYSICAL GEOLOGY LABS

Paper number: 14-7
Program: Theme Sessions
Time: 10:15 AM – 10:35 AM

Authors

Abstract

Issues involving Earth science are found in many of today’s headlines and impact our lives every day. Yet, most Americans know little about Earth science, and have more misconceptions about it, than any other science. Understanding how the scientific method works is an important skill for critically deciphering these issues and misconceptions. It is imperative, then, that students complete college with a basic understanding of the Earth sciences and the scientific method. The University of Arkansas at Little Rock teaches physical geology courses as a part of the university core curriculum. These courses, presented in traditional lecture and lab formats, include topics like rock and mineral identification, maps, and surficial geologic processes. Students tend to struggle through these static labs because of the amount of memorization involved and because they are unable to connect the topics to their daily lives. Thus, these teaching techniques are not the most effective way to excite students about geology or get them interested in a career in the geosciences. Further, these teaching techniques do not address the issues of scientific literacy and the scientific method. To address these concerns, we modified one physical geology lab section to incorporate active learning strategies such as jigsaw activities, hands-on modeling, peer instruction, game technology, and participation in an original scientific research project. Students conducted experiments, collected and analyzed data, and read and evaluated scientific materials. The goals of this project were to: (1) create a positive experience for students in Earth science courses; (2) enhance observation, critical thinking, and problem solving skills; and (3) give them confidence in their analytical abilities. Benefits of these active learning strategies were quantified by comparing exam results from students in the lecture section of the course. Observations and surveys indicate that students have responded favorably to the new structure of the lab. These teaching methods helped improve student understanding of the scientific process, made the necessary connections between Earth sciences and their everyday lives, gave them confidence and skills to be critically thinking adults, and encouraged them to seek degrees in a STEM-related field.

Geological Society of America Abstracts with Programs. Vol. 51, No. 2

doi: 10.1130/abs/2019SC-326763

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