The authors propose starting an introductory geology class by projecting an image showing the subject of that day's lecture in a geologic context. Rather than immediately telling the students what they are looking at, the instructor asks the students what they see and then asks leading questions to help them interpret it. Likewise, introduce specialized terms to the students after they have taken a shot at describing the feature without them.
ISSN 1089-9995
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Journal of Geoscience Education
