November 2005 Journal of Geoscience Education
Volume 53, Number 5
On the Cover: Union College students in "Lakes and Environmental Change" course gather while sampling sediment from frozen Ballston Lake New York in January, 2004. See related article.
Lessons Learned from Using a Web-based Inveractive Landform Simulation Model (WILSIM) in a General Education Physical Geography Course
Wei Luo,
Department of Geography, Northern Illinois University
Jay A. Stravers,
Department of Geology and Environmental Geosciences, Northern Illinois Univeristy
Kirk L. Duffin,
Department of Computer Sciences, Northern Illinois Univeristy
This paper presents the results of testing a Web-based
Interactive Landform Simulation Model (WILSIM) in a
general education physical geography course. The goal
was to determine whether the simulation exercise
improved students' scores on tests administered before
and after the exercise. Although the mean of post-test
scores were slightly higher than that of the pre-test, the
difference was not statistically significant. Further
analysis of the tests questions suggests that the specifics
of the design of the questions are very important to
accurate assessment of student learning. Questionnaire
results, however, strongly showed that students felt that
WILSIM helped them learn. They particularly liked its
capability to visualize and animate landform evolution
processes, its interactiveness in exploring different
scenarios, and its ease of use. We also conclude that more
preparation work such as instructor-led introductions,
demonstrations, better questions, and simulation
scenarios designed with specific objectives in mind and
in the context of real world landforms would help in
achieving the full potential of WILSIM.
Full text (Acrobat (PDF) 364kB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p489
A Winter Field-based Course on Limnology and Paleolimnology
Donald T. Rodbell,
Geology Department and Environmental Studies Program, Union College
Paul T. Gremillion,
Department of Civil Engineering and Environmental Studies Program, Union College
The Union College (New York) course Lakes and
Environmental Change balances the practical constraints
of offering a field-based limnology / paleolimnology
course during a winter term without the availability of a
large lake or research vessel. Reliable ice conditions and
an abundance of nearby small lakes assure a variety of
candidate lake systems. Beginning with drainage basin
analysis and progressing through water-column
measurements, analysis of spatial distribution of surface
sediment characteristics, and culminating with collection
and analysis of sediment cores, this inherently
interdisciplinary course ties together aspects of
geochemistry, ecology, sedimentology, and physics. We
compare two lake systems each year and in most cases
the field and laboratory work represents some of the first
limnologic work done on the lakes. Through this
systematic framework for investigating each year's lakes,
the course resembles an authentic research project, rather
than a series of unrelated lab exercises. Classroom
activities consist of lectures and literature discussions
divided about equally between limnology and
paleolimnology. Lab exercises take place in the field,
where students learn to use a variety of field gear, and in
the laboratory, where students master techniques for
sampling and analyzing sediment cores.
Full text (Acrobat (PDF) 786kB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p494
Artificial Outcrops Give Real Experience in Interpreting a Geologic History: The CMUland Group Project for Historical Geology Courses
Kathleen C. Benison,
Department of Geology, Central Michigan University
A basic goal of historical geology courses is for students
to gain an understanding of the methods, theories, and
logic used in interpreting geologic histories. This is
traditionally taught as a series of individual, isolated
lessons in identification of rocks, fossils, and
sedimentary structures and interpretations of
radiometric dating, sequences of events, past
depositional environments, and past tectonic events. A
supplemental project incorporating these lessons teaches
students to evaluate different types of data and use
critical thinking to reconstruct a geologic history. Here, a
semester-long, group project has been developed that
allows students to use their lab- and classroom-honed
skills on real rocks in a field setting. Our "field area"
includes 11 artificial outcrops, representing six rock
types. Students must: (1) identify rock types and fossils;
(2) calculate radiometric ages; (3) recognize stratigraphic
contacts, geologic structures, and cross-cutting
relationships; and (4) critically evaluate this data to give
a chronological history of past environments, tectonic
events, and even climate. Assessment shows that student
learning was enhanced greatly as a result. Not only did
students acquire more experience and a deeper
understanding in the mechanics of historical geology,
they also gained an appreciation for the work required to
interpret a geologic history.
Full text (Acrobat (PDF) 3.6MB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p501
The Value of Reservoir-Bottom Field Trips for Undergraduate Geology Courses
Rebecca K.R. Ambers,
Department of Environmental Studies, Sweet Briar College
Teachers of sediment-related geology courses should
consider taking their classes on field trips to exposed
reservoir bottoms. A wonderful variety of fluvial,
deltaic, and lacustrine features and processes can be
observed there. A visit to a modern sedimentary
environment such as a reservoir bottom gives students
important personal experience that they can draw on
when learning to interpret sedimentary rocks using the
principle of uniformitarianism. It can also inspire
investigation of a range of related geological and
environmental issues.
Full text (Acrobat (PDF) 2.1MB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p508
Preparing Geologist for Careers in Engineering Geology and Hydrogeology
Paul M. Santi,
Department of Geology and Geological Engineering, Colorado School of Mines
Jerry D. Higgins,
Department of Geology and Geological Engineering, Colorado School of Mines
Many classically- educated geologists have found
employment as engineering geologists or
hydrogeologists, gaining the technical knowledge and
skills they need through experience and self-education.
Ideally, these individuals would learn the necessary
subjects in their undergraduate classes and have a
shorter learning curve on the job. There are many degree
programs that prepare students specifically for these
fields, but students may also be prepared within a
standard geology program, with some modifications.
The purpose of this paper is to suggest ways of preparing
students to enter work or graduate studies in
engineering geology or hydrogeology through the
standard geology curriculum. Critical technical skills,
such as use of the Unified Soil Classification System or air
photo interpretation, must be taught as additional topics
in existing classes. Problem-solving and analytical
thinking skills can be taught through a variety of
exercises that enhance the geology curriculum without
adding new topics, including in-class discussion
questions, homework and laboratory problems, and
add-ons to mapping and semester projects. Other
educational experiences to prepare undergraduates for
careers in engineering geology and hydrogeology
include interaction with professional associations,
internships and co-ops, and professional registration.
Full text (Acrobat (PDF) 727kB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p513
Teacher/Scientist Partnership Develops a Simulated Natural Disaster Scenario to Enhance Student Learning
Signe Wurstner,
Natural Resources Division, Pacific Northwest National Laboratory
Cheryl Herr,
Pioneer Middle School, Walla Walla, Washington
Gregg Andrews,
Business Support Services, Pacific Northwest National Laboratory
Kathy Feaster Alley,
Science and Engineering Education, Pacific Northwest National Laboratory
National science education standards emphasize
actively engaging students in developing their abilities
in and understanding of scientific inquiry as a way to
learn important concepts in the earth sciences and other
disciplines. Too few high-quality instructional tools,
based on the national standards, currently exist that
model this type of activity for sixth-grade students.
To promote this approach, we created a national
laboratory/middle-school partnership to develop a
hands-on, inquiry-based research project related to flash
floods in southeastern Washington State. The project,
conducted during the 2003-2004 school year, built on the
middle-school Catastrophic Events module developed
by the National Science Resources Center. Seventeen
student research teams deepened their understanding of
geology, hydrology, and meteorology and applied this
understanding as they analyzed and evaluated data they
collected. The student teams wrote technical reports and
created posters that synthesized the data and presented
conclusions and recommendations based on their
findings. The project models a successful approach for
developing an inquiry-based earth science project and
creating a meaningful partnership between schools and
scientists.
Full text (Acrobat (PDF) 9.3MB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p522
Students' Conceptual Understandings of Science After Participating in a High School Marine Science Course
Julie Lambert,
Florida Atlantic University
This study analyzes responses to a researcher-developed
science assessment given to students before and after
their participation in a high school marine science course.
While a paired-sample t test revealed a significant
improvement (p < 0.001, t = 4.42, n = 399) on the
post-instruction science content assessment,
achievement gains were small based on Cohen's measure
of effect size (d = .22) and varied among the nine teachers'
classes. Student performance significantly improved for
all groups of questions, with small gains for questions on
the flow of matter and energy and the properties of water
and less than small gains for questions about Earth's
geologic history and interactions between the ocean and
atmosphere. The results, based on improvement of
students in two teachers' classes, indicate that marine
science can be used as a successful model for teaching
integrated science if curricula and instructional
activities, assessments, and teacher education programs
are aligned to the National Science Education Standards
(NSES).
Full text (Acrobat (PDF) 866kB Jan20 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p531
Differences Between a Standards-Based Curriculum and Traditional Textbooks in High School Earth Sciences
Do-Yong Park,
Department of Curriculum and Instruction, Illinois State University
This study investigates differences between a curriculum
based on the National Science Education Standards and
curricula following two traditional textbooks. Earth
System Science in the Community (EarthComm) and the
"most used" high school earth science textbooks in the
United States and Korea were analysed in terms of
general features, questioning style, and level of
laboratory activities by two experts using Textbook
Questioning Strategies Assessment Instrument and
Herron's four levels of activities. The inter-rater
reliability varied from 0.91 to 0.97 for questioning style
depending on each individual book and 0.99 for
laboratory activities. The results showed that the
standards-based curriculum EarthComm included the
largest number of pages and laboratory activities with
the least number of chapters and concepts among the
three textbooks compared. The standards-based
curriculum included by far more questions and the
largest percentage of experiential questions compared to
both of the most-used traditional textbooks.
Non-experiential questions tend to be "open-ended" in
standards-based curriculum, "direct information" in the
Korean textbook, and both "open-ended" and "direct
information" in the most used U.S. textbook.
Higher-order questions are featured in standards-based
curriculum, which call for inferences and application.
These findings explicitly stress that high school earth
science textbooks should be inquiry-oriented in teaching
and learning. The study further discusses its meanings
and implications for student learning in earth science.
Full text (Acrobat (PDF) 253kB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p540
Using Humorous Cartoons to Teach Mineral and Rock Concepts in Sixth Grade Science Class
Audrey C. Rule,
Department of Curriculum and Instruction, State Univeristy of New York at Oswego
Jeremie Auge,
Department of Curriculum and Instruction, State University of New York at Oswego
Humor in the classroom has been shown to have many
positive effects on attention, attitude, and engagement in
higher order thinking skills. This study examined the
effect on motivation and science performance of using
humorous cartoons to teach mineral and rock concepts to
sixth grade students as compared to more traditional
methods.
Four classes of students were randomly assigned to
two groups, A (N = 30) and B (N = 33) that alternated
between conditions for two units: minerals and rocks.
Performance was determined using open-ended
identical pretest/posttest instruments. Both groups
received quality instruction on concepts addressed by
the assessment, accessed the text, examined specimens,
worked in cooperative groups, and attended class for
equal amounts of time. Experimental procedures
included viewing cartoons, interpreting the science facts,
identifying the humor mechanism, improving cartoons,
completing given cartoons, and creating original
cartoons. Control procedures included lecture,
discussion, written exercises and creation of a study
outline.
Students in the experimental condition exhibited
higher motivation and significantly higher gain scores
than students in the control condition (23.5% gain
compared to 12.3%). Cohen's effect size was large, 0.953.
Students' higher performance is attributed to their
intense engagement with the content through the
scaffolded cartoon activities.
Full text (Acrobat (PDF) 1.5MB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p548
The Use of Haiku and Portfolio Entry to Teach the Change of Seasons
M. Andrew Bogina,
Department of Teaching and Leadership, Unversity of Kansas
Brandi R. Roberts,
Overland Trail Middle School, Blue Valley School District, Overland Park, Kansas
One of the major misconceptions among students of all
ages is the cause of the change of seasons. A middle
school science teacher and a professional geologist
teamed up to construct a combined "hands-on/
minds-on" lesson to demonstrate the cause of the change
of seasons. Two writing exercises were employed to
further cement the lesson and allow assessment of
student comprehension. The "hands on" activity
required the students to maneuver a globe at a constant
23.5 degree tilt around a stationary light source and then
draw the pattern of light as it reflected on the globe. The
students were encouraged to visualize how the Earth's
relative position to the sun affects the change of seasons.
They then wrote a five-sentence portfolio entry upon
reflecting on their newly learned concepts. In an
additional "minds on" activity, the students constructed
a three-lined science poem (haiku). Evaluation through
rubric scoring indicated that 82% of students
significantly improved their conceptual understanding
of seasonal change through the use of haiku.
Additionally, it appears that differing levels of
knowledge, (per Bloom's Taxonomy) were assessed with
each technique, as the haiku appeared to represent
higher order thinking due to the synthesis skills that
were required for its completion.
Full text (Acrobat (PDF) 220kB Jan5 06)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov05.html#v53p559
Columns
Editorial - The Geosciences as an Employment Opportunity
Carl N. Drummond,
Editor