This article from the Journal of Geoscience Education discusses the use of constructivist-type approaches to the memorization of mineral formula and analytical techniques. The author shows that the use of this approach facilitated gains in both retention of and interest in both factual and contextual information. Students were able to take control of their own learning through the development and presentation of individualized Standard Operating Procedures for analytical equipment, and retaking mineral quizzes at their discretion. The article also provides suggestions about implementation of this technique, and further results of its use.
Full text of the article is available online.
