Reply on RC2

Laura Serpa

doi:10.5194/gc-2021-15-ac2

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 10â000Â photographs were collected and processed as 3-D images to show one approximately 72âm2 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

Introduction to Teaching Science withThree-dimensional Images of Dinosaur Footprints from Cristo Rey, New MexicoValeria V
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 K-12 system may learn more from virtual field activities than they might learn from actual field-based observations

Summary

Introduction

Introduction to Teaching Science withThree-dimensional Images of Dinosaur Footprints from Cristo Rey, New MexicoValeria V. In this paper we discuss the use of three-dimensional (3-D) imagery and virtual field trips to teach lower level (i.e., K-14 level) geoscience courses. During the pandemic 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 K-12 schools in the U.S 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 argue that non-majors at universities and students in the K-12 system may learn more from virtual field activities than they might learn from actual field-based observations.

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