Integrating Inquiry-based Learning into Undergraduate Geology

Abstract

Despite robust rationales for using an inquiry-based pedagogy in university and college-level science courses, it is conspicuously absent from many of today's classrooms. Inquiry-based learning is crucial for developing critical-thinking skills, honing scientific problem solving ability, and developing scientific content knowledge. Inquiry-based pedagogy provides students with opportunities to participate and practice the activities involved in science. There are a number of dimensions that are integral to the creation of an inquiry-based learning environment that are applicable to the geological sciences. We considered these dimensions in the design of an inquiry-based undergraduate geology course and collected quantitative and qualitative data that documents the successful implementation of this redesigned course. Our findings show that when appropriately structured, inquiry-based learning can help students develop critical scientific-inquiry skills, suggesting that inquiry-based learning is essential for teaching geology at the university or college level. With the proper alignment of course objectives, content, pedagogical design, tasks, assessment strategies, and instructor and student roles, geoscience instructors at the university or college level can create inquiry-based learning environments in which students are able to successfully develop skills in scientific inquiry as well as geological content knowledge.