Field Geology Education: Historical Perspectives and Modern Approaches

Abstract

Earth science students are challenged to acquire the depth and breadth of knowledge and skills needed for professional work. How are they being educated to observe; reason spatially and temporally; measure and analyze data with new technologies; assemble fragmented and insufficiently documented data from varied sources, including geophysics, lab analyses, and observations; test hypotheses; compile maps by various methods; and report orally and in writing as part of the development of critical thinking skills? Similarly, how are future middle and high school teachers being trained in the earth sciences to prepare their students to be a scientifically literate populace prepared for work in a modern world? Are field-based geoscience classes adequately preparing students for careers in the geoscience and science education? The 25 papers in this special text reveal the thinking behind geologic pedagogy (i.e., geoscience instruction) through (1) education in field camps, (2) use of modern instruments and technologies in field instruction, (3) student-led original field research, (4) field instruction for primary and secondary school teachers, and (5) assessment of field education methods. Because we have a stake in the training of the next generation of geoscientists, it is important for working professionals and technical societies to monitor and support geoscience education. Faculty are constantly challenged to update curricula and integrate new technologies as part of educating competent scientists. The authors of this special text describe how universities are successfully rising to this challenge by integrating field studies within the entire geoscience curriculum rather than merely having a few weekend field trips and a stand-alone bedrock mapping course. The geoscience educators also describe how the preparation of students …