11 Geoscience Education in the Western U.S and México. Practices, Pathways, and Partnerships.
Promotes the exchange of educational practices, and collaborations between U.S.A. and México to strengthen geoscience education, fostering academic networks, pedagogical innovation, and collaborative training for students and faculty.
Wednesday, 22 April 2026
1:30 PM - 5:30 PM
LMH, Deli
Fieldwork as a Learning Pathway in Physical Geology: Practices, Skills, and Student Perceptions
Paper number: 11-7
Program: Technical Sessions
Time: 3:30 PM – 3:50 PM
Authors
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Laura MoriFacultad de Ingeniería, Universidad Nacional Autónoma de México, Mexico City, CDMX
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Enrique González TorresFacultad de Ingeniería, Universidad Nacional Autónoma de México, Mexico City, CDMX
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Aldo Ramos RosiqueFacultad de Ingeniería, Universidad Nacional Autónoma de México, Mexico City, CDMX
Abstract
Fieldwork is a cornerstone of geoscience education, providing an essential bridge between theoretical instruction and real-world geological processes. This contribution presents a case study from an introductory Physical Geology course taught at the Faculty of Engineering, Universidad Nacional Autónoma de México, examining the pedagogical design, implementation, and student perceptions of a three-day field experience in southern Mexico. The course represents many entry-level geoscience programs, where students first encounter core concepts such as plate tectonics, rock cycles, stratigraphic relationships, geological hazards, and the societal relevance of geoscience.
The field experience was intentionally designed following experiential and situated learning frameworks, emphasizing observation, description, interpretation, and collaborative discussion at twelve carefully selected field stations that integrate igneous, sedimentary, and metamorphic rocks. Activities focused on developing technical skills (e.g., lithologic description, use of field tools), cognitive skills (hypothesis formulation, three-dimensional visualization, temporal reasoning), and affective dimensions (scientific identity, teamwork, sense of belonging).
To evaluate educational impact, an anonymous post-fieldwork perception survey was administered to undergraduate students in Geological and Geophysical Engineering programs. Results indicate that over 85% of participants reported increased interest and motivation in geoscience topics, improved integration of classroom concepts, and enhanced understanding of deep time, stratigraphic relationships, and tectonic processes. Students also reported significant gains in spatial reasoning and confidence using basic geoscience tools, while highlighting the importance of peer interaction and instructor guidance in reducing anxiety and supporting learning in complex field settings. Reported challenges including difficulties in three-dimensional visualization, sketching, and linking altered field exposures with laboratory samples provide valuable insights for refining instructional design.
This case study underscores how structured fieldwork, combined with formative assessment and reflective practices, supports inclusive and effective geoscience education. The proposed instructional framework offers a transferable pathway for faculty to share field-based teaching practices, strengthen academic networks, and collaboratively train future engineers and geoscientists through experiential, student-centered learning environments.
Geological Society of America Abstracts with Programs. Vol. 58, No. 3
doi: 10.1130/abs/2026CD-410886
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