Abstract
Abstract. In this paper we discuss the use of three-dimensional (3-D) imagery and virtual field trips to teach pre-university and non-major university geoscience courses. In particular, 3-D PDF (Portable Document Format) files can be used to either prepare students for or completely replace a field trip when logistical problems make the actual trip too difficult to be effective or when some students need an alternative accommodation. Three-dimensional images can replace or supplement classroom activities, such as the identification of rocks and minerals from hand samples or the identification of geologic structures from 2-D photographs and limited field observations. Students can also become involved in data collection and processing to further their understanding of photogrammetry and visualization. The use of 3-D imagery can make additional time available to instructors to cover more advanced topics and teach students more about the role of science in geologic research. We use an example from Cristo Rey, New Mexico, where dinosaur footprints and tracks are present but difficult to see in many cases, and they are often in places that are hard to access for many people. At this site, approximately 10 000 photographs were collected and processed as 3-D images to show one approximately 72 m2 area of known footprints. However, we also conducted some very simple digital manipulations of the images that allowed us to identify new footprints and tracks that were not apparent when viewed in the field. The photographs and 3-D images have been donated to the Insights El Paso Science Center (denoted Insights Museum herein) that owns the fossil site, and they are now being used to develop educational materials and lessons for the nearby communities.
Highlights
The current pandemic has changed education in many ways, but few areas of science education have been impacted as much as the geological sciences where field observations and trips are a significant part of most geoscience curricula
We expect that field observational geology will become virtual for most pre- or early-college students who are not majoring in a geoscience
We argue that non-majors at universities and students in the preuniversity system may learn more from virtual field activities than they might learn from actual field-based observations
Summary
The current pandemic has changed education in many ways, but few areas of science education have been impacted as much as the geological sciences where field observations and trips are a significant part of most geoscience curricula. Many universities replaced field trips and exercises with a variety of virtual field experiences (Rotzien et al, 2021) despite some prior faculty reticence to the use of computer-based tools for field mapping classes and other field activities. Prior to the pandemic there was a growing trend at many universities and schools in the USA to eliminate or restrict field activities because of administrative concerns about student liability, cost, and, in some cases, the lack of faculty able and/or willing to teach field-based classes on a regular basis. We expect that field observational geology will become virtual for most pre- or early-college students who are not majoring in a geoscience. We argue that non-majors at universities and students in the preuniversity system may learn more from virtual field activities than they might learn from actual field-based observations. We see that the use of three- and four-dimensional photogrammetry models and videos, as well as many other
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