Curriculum Revision and Monitored Peer-Learning For An Introductory Physical Geology Laboratory

Abstract

Recent revision of the laboratory curriculum of the introductory physical geology course offered at the University of Massachusetts has emphasized a monitored, peer-learning approach. Students are encouraged to observe, and interpret various geologic features while the lab instructor assumes the role of resource person rather than lecturer. Individual indoor exercises include a variety of problem-solving situations unified in general theme and presented as a series of learning stations situated throughout the lab classroom. Through local field trips, students apply knowledge of geologic processes gained from the indoor exercises to the interpretation of local geologic features. Similar hands-on learning techniques have been described by educators from many fields in recent years, but initial evaluations of this revised curriculum clearly show that the effectiveness of such active learning methods can be enhanced by 1) maximizing the opportunities for original student observation, synthesis, and interpreta...