51 Geoscience Education Research: Methods, Frameworks, and Results from Emerging Scholars
This session will highlight empirical research being done in the field of geoscience education as well as the methods and theoretical frameworks that shape our field. Presenters are encouraged to highlight their decision-making process in research studies. New approaches and applications of established methods/frameworks are also encouraged. Early career and student presenters who submitted abstracts to the Totten session will be considered for the Geoscience Education Division’s Totten Awards.
Sunday, 19 October 2025
1:30 PM - 5:30 PM
HBGCC, 301A
No Spacesuit Required: Evaluating a New Planetary Geomorphology Virtual Field Experience
Paper number: 51-10
Program: Technical Sessions
Time: 4:00 PM – 4:15 PM
Authors
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Emily Godin Presenting AuthorArizona State University, School of Earth and Space Exploration, Tempe, AZ
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Chris MeadArizona State University, School of Earth and Space Exploration, Tempe, AZ
Abstract
Arizona State University’s School of Earth and Space Exploration (SESE) is a leader in planetary research, yet its introductory geology courses often lack integrated planetary science perspectives. To address this gap, we developed a virtual field experience (VFE), Shaping the Surface, designed to help students connect Earth and planetary processes without requiring additional class time or instructor expertise. Centered on the essential question: How can understanding Earth’s surface processes help us interpret the geologic history of other planets?, the VFE blends field-based geologic observations with comparative planetology tasks. Students begin by investigating four key surface processes: impact cratering, tectonics, gradation, and volcanism at Arizona analog sites using 360° imagery and geospatial data from a geoscientist’s perspective. They then apply this knowledge by analyzing global hillshade maps of Mercury, Venus, Earth, and Mars from a planetary science perspective.
This design-based research study examined how effectively the VFE supports students in comparing geologists' and planetary scientists' questions, methods, strengths, and limitations. Integrated activities and assessments in the VFE interface and a post-VFE Google Survey were analyzed. Results indicate students performed well on scaffolded, observation-driven tasks but struggled with higher-order questions and planetary applications. Pre/post responses showed some conceptual growth, though few students fully distinguished between geologic and planetary approaches. Survey data confirmed high levels of engagement and ease of use, though students identified opportunities to improve navigation, feedback, and interactivity. These findings will guide future revisions to instructional scaffolding, assessment design, and platform usability. Following refinement, Shaping the Surface will be integrated into introductory geoscience courses for SESE majors and used as a testbed for broader research on VFE design and implementation in geoscience education.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-412845
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