Straight Talk about Research to Geoscience Teachers

Abstract

To date, much of what has taken place in the geoscience classroom is predetermined, routine learning experiences that all too often have little scientific merit. Emphasizing cognitive (and constructivist) research-based approaches can help make geoscience teaching more consistent with the spirit and character of scientific inquiry and values. The geosciences are especially endowed with opportunities to motivate students to engage in high-level thinking, including problem-solving activities, in contrast to the often-observed tedium of non-thinking students memorizing and regurgitating boring and useless science knowledge of questionable utility. Motivating students to study geoscience in such a way that they will apply knowledge, processes, and problem-solving skills to their person and civic lives is difficult. But it is mandatory for good geoscience learning - learning that goes beyond lower-level thinking skills like recalling and recognizing on tests exactly what was presented in class. Recent research on motivation suggests that we need to encourage and praise students for working hard, solving challenging tasks, and putting forth a reasonable effort. We also need to encourage students who are adventurous in coming up with solutions where they take academic risks, show patience and persistence, and work toward being independent, self-confident learners.