T220 Teaching Field Geology without the Field: Providing a Robust Capstone Experience through Digital Resources III

Thursday, 29 October 2020
1:30 PM - 5:30 PM
Meeting Rooms

A MINERALOGY/PETROLOGY VIRTUAL FIELD EXPERIENCE: IMPACT ON STUDENT AFFECTIVE DOMAIN

Paper number: T220-5
Program: Technical Sessions
Time: 2:30 PM – 2:45 PM

Authors

Abstract

Geosciences is one of the least diverse of all the STEM disciplines. Some of this lack of diversity may relate to the way we teach geoscience, specifically in regards to required field trips for upper-level major courses. Field trips can exclude a range of populations (e.g., disabled, monetarily deficient, or students with care-giver responsibilities) and may thus perpetuate the lack of diversity in the geosciences. Educators have turned to other avenues, such as virtual field experiences (VFEs) as a means to create a more inclusive environment. For this study, we created a fully-immersive pilot VFE using ground and aerial SfM photogrammetry to generate 3-D models. The pilot encompasses one day of a 3-day field trip associated with a mineralogy/petrology course. In the VFE, students are exposed to holograms of the professor, video and audio, as well as a hillside with 3-D outcrops, each with their own hand samples and thin sections. The population of participants range from students who have been on a traditional mineralogy/petrology field trip to those who have never been on a field trip associated with a geoscience course. Interviews were conducted to gain an understanding of (1) how the VFE impacted the participant’s affective domain, and (2) their perspective on the effectiveness of learning. Results indicate an overall positive reaction to the pilot as every participant stated the experience exceeded their expectations. It was also stated that having an option to take a VFE in lieu of a field trip was much appreciated for those students who could not attend the field trip for varied reasons. Participants who took both the actual and VFE welcomed a second source to understand in more depth and review the information learned on the field trip. Suggestions for change include more interactive activities in the VFE and forced breaks from the immersive experience to engage with physical materials (e.g., notebook, hand samples, thin sections).

Geological Society of America Abstracts with Programs. Vol. 52, No. 6

doi: 10.1130/abs/2020AM-352788

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