Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-based Introductory Geology Courses

Abstract

This study quantifies improvements in introductory students' concepts in geoscience after completion of a nine week, entirely field-based geology course. Sixty-three student participants in three consecutive introductory field programs demonstrated statistically significant improvements in geoscience concept knowledge as a result of their experiences on the field programs. Conceptual content gain was assessed using a 19-item, scaled Geoscience Concept Inventory (GCI). The scaled GCI mean pre and post-test scores of field course participants show significantly greater improvement in geoscience concept understanding compared with scaled GCI scores from 29 other introductory geoscience courses from across the United States (n = 63 students). Geology courses taught as an extended field trip result in improvements in geoscience concepts for their introductory students that are significantly greater than comparable campus-based courses.