Field Course Research Articles

Utility of CRISPR/Cas mediated electrochemical biosensors.

Electrochemical biosensors represent a class of sensors that employ biological materials as sensitive elements, electrodes as conversion elements, and potential or current as detection signals. The integration of CRISPR/Cas systems into electrochemical biosensors holds immense potential, offering enhanced versatility, heightened sensitivity and specificity, reduced recovery time, and the ability to capture and identify analytes at low concentrations. In this review, we provided a succinct summary of the fundamental principles underlying electrochemical biosensors and CRISPR/Cas systems, and new progress of electrochemical biosensors based on CRISPR/Cas systems in virus, bacteria, and cancer detections. Besides, we discussed its pros and cons, present gaps, potential problem-solvers, and future prospects. To sum up, CRISPR/Cas mediated electrochemical biosensors will surely benefit us a lot in the detection of cells and microorganisms, and of course in other promising fields.

Designing a Distance Course for Developing the Art Teachers’ Media and Information Literacy

Currently, media literacy is a necessary component of the general information culture of a person, which becomes absolutely crucial in the conditions of Russia’s military aggression and the harsh realities of the Ukrainian information space with numerous examples of spreading untrue, unverified, and “fake” information. In recent years, the concept of “media information literacy” (MIL) has become normalized in scientific circulation. It implies recognition of the leading role of information and media in everyday life, enables citizens to understand the functions of mass media and other information providers, critically evaluate their content and make informed decisions. In the documents of UNESCO and the European Commission, the concept of MIL is used as a universal term that denotes a set of knowledge, attitudes, abilities, and skills that allow access to information and knowledge, analyse, evaluate, use, create and disseminate them with maximum productivity in accordance with legislative and ethical standards and with respect for human rights. The article highlights the process of designing the distance course “Media Literacy in Art Classes” for teachers of general secondary education institutions that teach the courses of the art cycle, in particular, the integrated course “Art”. Scientific sources and legal documents were analysed to clarify the essence and modern interpretation of the concept of “media information literacy”; a number of mass open online courses on media literacy were considered; a survey of art teachers was conducted. According to the results of the survey, 6 topics, which were the most interesting to the respondents, were selected and the structure of the distance course, designed for 30 hours, 1 ECTS credit, was formed. The content of the course includes the study of the peculiarities of perception and critical evaluation of visual and audiovisual arts, as well as various aspects of the impact of media arts on the content of media messages. The course can be offered to teachers, especially teachers of primary school and courses in the educational field “Art”, as a certification programme in the system of advanced training.

Profile of graduate students of a nationwide professional master's degree course in the health field

Resumo: Introdução: O texto apresenta pesquisa com alunos egressos do Mestrado Profissional em Saúde da Família (PROFSAÚDE) que é uma proposta de formação em rede nacional composta por 25 instituições das cinco regiões do Brasil, realizada na modalidade de ensino a distância (EAD), voltada para o fortalecimento de conhecimentos relacionados à atenção primária à saúde, à gestão em saúde e à educação. Objetivo: Este estudo caracteriza o perfil sociodemográfico e de atuação profissional dos egressos da primeira turma de mestrado profissional em Saúde da Família em rede nacional e identifica as contribuições do curso para a atuação profissional e o fortalecimento do Sistema Único de Saúde (SUS). Método: Trata-se de uma pesquisa de abordagem quantitativa que utilizou um questionário com perguntas abertas e fechadas como instrumento de pesquisa. Resultado: Os resultados apresentam o perfil dos egressos, as motivações para realização do curso, os impactos no cotidiano de trabalho e na carreira profissional, bem como a repercussão do produto final do curso nos processos formativos de profissionais da saúde e na assistência. Conclusão: A experiência de formação de profissionais da saúde na modalidade EAD tem potencial pela capacidade de atingir equitativamente diferentes regiões do país, propiciando ao profissional-aluno ferramentas para examinar seu cotidiano e propor soluções aos desafios da atenção primária à saúde, como mencionado pelos egressos em relação à contribuição do produto final do mestrado.

COMPARISON OF THE VIOLONCELLO CURRICULUMS OF STATE CONSERVATORIES MUSIC AND BALLET MIDDLE SCHOOLS AND HIGH SCHOOLS OF MUSIC AND PERFORMING ARTS

Her konservatuvar yönetimi, çalgı eğitimine aynı sınıfta başlatmamakta ve bu nedenle çalgı eğitime başlama yaşı ve sınıf düzeyi farklılık gösterebilmektedir. Konservatuvarlarda öğrencilerinin düzeyi de çalgıya başlama yaşına bağlı olarak değişmektedir. Bu çalışma, Türkiye’de eğitim veren devlet konservatuvarının müzik ve bale bölümlerinin ortaokul düzeyi ile müzik ve sahne sanatları bölümlerinin lise düzeyindeki yaylı çalgılar ana sanat dalı ve viyolonsel sanat dalı müfredatlarının benzerlik ve farklılıklarının karşılaştırılarak değerlendirilmesini içermektedir. Araştırma; konservatuvar eğitimi veren başlıca kurumlardan olan Ankara Hacettepe Üniversitesi, İzmir Dokuz Eylül Üniversitesi, Adana Çukurova Üniversitesi, Bursa Uludağ Üniversitesi, Aydın Adnan Menderes Üniversitesi Devlet Konservatuvarları ile Ankara Bilkent Üniversitesi Müzik ve Sahne Sanatları Fakültesi müfredatları ile sınırlı tutulmuştur. Genel tarama modeli ile yürütülen bu araştırma için veriler, ilgili kurumlarla yapılan görüşmelerle güncelliği onaylanan kurum web sitelerinden elde edilmiştir. Eksik bilgiler görüşme sırasında edinilmiştir. Araştırma sonucunda; ön hazırlık yapılarak planlanmış, mevcut duruma uygun olarak uygulamaya konmuş içerikler oluşturulduğu görülmektedir. Konservatuvarların alan ve yardımcı alan dersleri, konservatuvar tarafından teklif edilir. İlgili üniversite senatosunca kabul edildikten sonra Bakanlık tarafından onaylanarak Resmî gazetede yayınlanır ve uygulanır. Bu araştırmanın bulgularında uygulamaya konmuş bu içerikler sunulmuştur. Sunulan rapor; konservatuvarlar arasında geçiş yapmayı planlayan öğrenciler, aileleri ve eğitimcileri için nakil sınavlarına hazır bulunuşluk sağlamada kaynak niteliğindedir. Ayrıca, Üniversite ve birimlerin akredite olarak çalışmaları boyutunda değerli görülmektedir.

The Role of Digital Courses in Journalism Education: A Study for Universities Abroad and Turkey

Bilgi ve iletişim teknolojilerindeki dönüşüm ile birlikte dijitalleşmenin etkileri her alanda derinden hissedilmektedir. Dijital çağ olarak adlandırılan bu yeni döneme her alanda uyum sağlama önemli bir gereklilik olarak gözükmektedir. Teknoloji ile iç içe olan iletişim ve gazetecilik alanı dijital çağın dönüşümünden yoğun biçimde etkilenmektedir. Bu nedenle gerek gazetecilik eğitimi gerekse gazetecilik sektörü dijital çağın gereklerini yerine getirmek durumundadır. Gazetecilik sektörüne öğrenci yetiştiren üniversitelerin gazetecilik bölümlerinin ders müfredatlarında dijital derslerin yeterli oranda yer alması önemli bir gereklilik olarak ortaya çıkmaktadır. Bu çalışmanın amacı Türkiye üniversitelerini yurtdışı üniversiteleri ile kıyaslayarak gazetecilik bölümlerindeki dijital derslerin yeterlilik ve çeşitliliğini ortaya koymaktır. Üniversitelerde gazetecilik ders müfredatlarının dijital çağ ile uyumlu olması gerekliliğinden yola çıkılarak Türkiye ve yurtdışı üniversitelerinin lisans derecesine sahip gazetecilik bölümlerinin ders müfredatları incelenmiştir. Çalışma akreditasyon sertifikasına sahip Türkiye ve yurtdışı üniversitelerini kapsamaktadır. Akreditasyon, üniversite eğitiminin kalitesini ve standartlara uygunluğunu gösteren bir kalite sürecidir. Çalışma içerik analizi yöntemi kullanılarak gerçekleştirilmiştir. Elde edilen bulgular yurtdışı üniversitelerinin gazetecilik ders müfredatlarının Türkiye üniversitelerine kıyasla dijital ders çeşitliliği ve yoğunluğu ile dijital gazetecilik alanlarına yönelik dersler bakımından daha fazla dijital dersi içerdiğini ortaya koymuştur. Bu durum Türkiye üniversitelerinin gazetecilik bölümlerinin daha fazla dijital derslere yönelmesi ve ders müfredatlarını dijitalleşme doğrultusunda daha fazla güncel tutması gerekliliğini vurgulamaktadır.

Comparison of Undergraduate Social Studies Instruction Program Elective Course Content and Social Studies Curriculum (2018) Objectives

The 2018 Undergraduate Social Studies Instruction Program included 13 elective field courses. The pre-service teachers should select six elective courses to graduate. The present study aims to compare the content of the above-mentioned elective field courses and the 4th, 5th, 6th and 7th grade social studies curricula (2018) objectives. In the present qualitative study, the data were collected with the document analysis technique. The qualitative study data were analyzed with the Miles & Huberman (1994) reliability formula and the inter-coder agreement was determined as 91.4%. It was determined that 24 objectives in the Turkish Judicial System course, 21 objectives in the Turkish Economy course, 15 objectives in the Globalization and Society course, 10 objectives in the Environmental Education course, 9 objectives in the Historical Evidence in Social Studies Instruction, Local and Oral History, and Information Technologies in Social Studies courses, 8 objectives in the Maps and Applications course, 2 objectives in Current Global Issues, Regional Children’s Games in Social Studies Instruction, and Material Design in Social Studies Instruction courses were associated with the social studies curriculum objectives. The objectives specified in Evaluation of In-Classroom Learning, Social Studies Textbook Review, and Drama in Social Studies Instruction courses were not associated with curricular objectives.

Hemşirelik Eğitiminde Yeni Yöntemler: Kaçış Odası ve Sanal Kaçış Odası

New Methods in Nursing Education: Escape Room and Virtual Escape Room The COVID-19 pandemic has caused universities to switch to distance education at intervals. The trainer should meet the wishes of his students when planning and implementing online education. Classes should be an entertaining and instructive experience for their students. To guide the gamification method in education as it makes teaching-learning processes more interesting. The virtual escape room app allows its students to actively enter learning paths. In nursing education, the virtual escape room application can be used for all field courses. They will try to get rid of them by arranging the questions about the field of nursing education through the Google Form and answering the questions of the students. Software downloads with virtual escape room will have fun learning. In addition, we will contribute to clinical training from these practice courses. In these guidelines, the importance of the virtual escape room, which is a new approach in distance education, in main education training is emphasized. Keywords: Nursing, distance education, game-based learning, virtual escape room,

A Survey of Students, Professors, and Stakeholders' Expectations for the New MSc Study Program in Maritime Environmental Protection and Management at the University of Montenegro/Faculty of Maritime Studies in Kotor

This study presents achieved results of conducted survey within the Erasmus + CBHE project "Development of Regional Joint Master Program in Maritime Environmental Protection and Management - MEP&M". The purpose of the study was to determine the expectation of students and professors at University of Montenegro/Faculty of Maritime studies Kotor and Montenegrin blue economy stakeholders toward new regional interdisciplinary joint MSc program Marine Environmental Protection and Management. In addition, the study included a survey of professors' and students' satisfaction with existing courses in different fields of marine environmental protection and management, the implementation of distance learning at the Faculty, and their knowledge of English, as the new program will be held in English and organized as blended learning. Survey on satisfaction level of blue economy stakeholders with cooperation with academia was conducted as well. According to the findings, the majority of respondents showed high expectations for the new MSc program and believe that having this program is very important for the University as well as blue economy sector in Montenegro. Also, satisfaction levels of different surveys showed that professors and students would need additional preparation in order to fully implement new MSc program, and that current collaboration between the university and the blue economy sector would need to be enhanced.
 
 Received: 24 September 2022 / Accepted: 24 November 2022 / Published: 20 December 2022

Using Citizen Science Tools for Distance Field Study of Botanical Cycle Disciplines in Times of Pandemic and Beyond

Abstract Humanity has existed in special living conditions since March 11, 2020 when WHO declared COVID-19 a global pandemic. This coronavirus disease has already taken more than 6.55 million of people's lives from almost 625 million of officially confirmed cases of people infected around the world at the beginning of October 2022. Lot of university lecturers, teachers and researchers are concerned by new challenges in the education and science process. Therefore, many new recommendations and methodologies have been published for effective teaching in the pandemic time focusing on different forms of distance digital education. Certainly, the process has been actual for biological disciplines too where the biggest problems appeared with the organisation of field courses. Every country and even every university have been looking for optimal ways within their epidemic situation according to country restriction rules. Therefore, we have generalized this experience, as well as developed protocols on example of iNaturalist platform ( https://www.inaturalist.org/ ) for effective use of citizen science tools not just for distance learning of botanical cycle disciplines in the pandemic time and beyond, but also for collecting valuable data about plant distribution during this process. We present a future-oriented vision of the solution of biodiversity and sustainability education.

A Half Century of Student Data Reveals the Professional Impacts of a Biology Field Course

AbstractField courses provide learning experiences that diversify curricula and inspire students. Despite these benefits, we still have much to learn about field course impacts on student outcomes and career trajectories. We used a 50-year longitudinal data set to compare career outcomes for graduate students who participated in a biology field course with those of students who did not. More broadly, we surveyed students to identify graduate experiences most useful to advancing their careers. We found that field course attendees coauthored more scientific publications than did nonattendees. Although the students in both groups graduated and continued on to scientific careers at similar rates, the students attending the field course became faculty at a higher rate. Survey data showed that field courses provide valuable opportunities to graduate students, including student-led environments and mentor feedback. Our findings underscore the importance of field courses as effective tools to train the next generation of scientists.

CAGE22-6 cruise report: GEO-3144/8144 Teaching Cruise: Geologically controlled hydrocarbon seepage in Hopendjupet and the wider Barents Sea

The CAGE22-6 cruise on-board R/V Helmer Hanssen hosted UiT´s Arctic Marine Geology and Geophysics (GEO-8144 and GEO-3144) field course for PhD and Master students, and was carried out in collaboration with NPD – the Norwegian Petroleum Directorate and the INTPART project HOTMUD based at Centre for Earth Evolution and Dynamics (CEED) the University of Oslo. The cruise was also a part of the UNESCO Training Through Research program (formerly, The Floating University) and in the framework of this project is also coded as TTR22. The main scientific objectives of the cruise were to investigate: geological controls on fluid-flow dynamics on an uplifted, repeatedly glaciated, and eroded Northern Norwegian Barents Sea shelf and, the fate of the released hydrocarbons in the water column, on the sea surface, and in the atmosphere. The cruise may be known as: CAGE22_6

How do introductory field biology students feel? Journal reflections provide insight into student affect.

An understanding of both cognitive and affective domains of learning is critical to promoting undergraduate student success in biology. Field courses-which support student learning, observation, and experimentation in the outdoors-have been shown to be effective in supporting cognitive student outcomes. However, less is known about students' affective responses during field instruction. To better understand the affective domain in this course type, we asked students enrolled in a campus-based introductory field biology course to engage in weekly reflective journaling over the course of a semester. We employed inductive and deductive coding of over 700 field journal reflections using the Model of the Affective Domain for the Geosciences as a conceptual basis. Informed by our results, we present a theoretically-driven, five-part Framework of Student Affect in Field Biology and in-depth and novel insights into what students feel, believe, and value as they participate in an undergraduate field course. Our framework and coding results can be used by field course instructors to understand how to better design experiences that leave students feeling confident in their abilities, interested to learn more about nature, and empowered to persist in the discipline.

Analysis on the Educational Value of Winter Olympic Spirit in Track and Field Teaching Based on Data Mining under Artificial Intelligence

School sports is the basis for the development of mass sports and competitive sports. It goes without saying that the key to the development of school physical education is school physical education, and the teaching of track and field (TAF) courses occupies an irreplaceable position in students’ growth education. The stepping stone for the cultivation of sports awareness plays a pivotal role in the better healthy growth of students and the improvement of the physical quality of all citizens. As a major gold medalist in the Olympic Games, TAF is welcomed, valued, and popularized by many countries. Especially in colleges and universities, TAF can cultivate the will of college students and the spirit of continuous improvement. The Winter Olympics (WO), adhering to the spiritual concept of overcoming challenges and facing difficulties, embodies the strength of unity and collective. Based on the current situation of TAF teaching in a university, this paper uses data mining technology to analyze the students’ favorite TAF events and their mastery of the WO knowledge and then combines the educational value of the WO spirit to conduct research to explore the teaching significance of the WO spirit to the TAF curriculum.

An innovative approach to using an intensive field course to build scientific and professional skills.

This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two‐week intensive residential field course that enables students to master core content in functional ecology alongside skills that facilitate their transition from “student” to “scientist.” We provide an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students: (1) Work closely with discipline specialists to develop a small group project that tests an hypothesis to answer a genuine scientific question in the field; (2) Learn critical skills of data management and communication; and (3) Analyze, interpret, and present their results in the format of a scientific symposium. This process is repeated in an iterative “cognitive apprenticeship” model, supported by a series of workshops that name and explicitly instruct the students in “hard” and “soft” skills (e.g., statistics and teamwork, respectively) critically relevant for research and other careers. FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and ecological research skills that they develop during the course is demonstrated through high‐quality presentations and peer‐reviewed publications in an open‐access, student‐led journal. We outline our course structure and evaluate its efficacy to show how this novel combination of field course elements allows students to gain maximum value from their educational journey, and to develop cognitive, affective, and reflective tools to help apply their skills as scientists.

Journeys of a Field Biologist: Adventures with Snakes and Other Critters

If you have ever been camping, done fieldwork, or taken a field course, then you will identify with many of the stories in this book. Journeys of a Field Biologist is a collection of the different experiences that occurred during Dr. Ford’s various treks into the field as a herpetologist. Each chapter in the book is a different field study and thus a different adventure, with the goal being “one of the most important aspects of being a scientist: making observations and generating hypotheses” (p. 3). Journeys of a Field Biologist contains many gems of wisdom for students, as well as fairly entertaining anecdotal stories of different adventures that happen in the field. From flying on an airplane with a suitcase full of snakes to hiking barefoot, this book is filled with experiences that will capture the interest of the type of person that doesn’t mind getting their hands dirty.This book demonstrates several values and concepts that I, in my role as a science teacher, try to instill in my students. For example, scientists know that collaborating with people with different skills and experiences often leads to looking at things in a different way. In Journeys of a Field Biologist, Dr. Ford describes the collaboration that occurs with people from other fields through in-person discussions at conferences. Scientific meetings, in person, are still critical. It is a win in the classroom anytime I can explain to my students that presenting evidence and reasoning to other groups, or completing a gallery walk, is similar to what scientists do. This book provides examples of the importance of communication among scientists within and between different fields of study. It portrays many other aspects of scientific life as well, from safety training to taking measurements. I appreciated that Dr. Ford describes the need for scientists to be prepared to problem-solve, as one doesn’t always know what will be needed in the field, especially when it comes to creative uses of ordinary objects (like socks) as equipment for field tasks (like capturing and transporting snakes). I also appreciated Dr. Ford’s point that, while field guides are a good place for people to start learning about nature, they are also indicators of where there is a lack of knowledge by what is omitted. It never occurred to me that a field guide could be used as a place to indicate where more research was needed.For teachers making a list of science books for students to read, this book is very student-friendly, filled not with highly technical language but with stories featuring interactions and adventures starring Dr. Ford, colleagues, and students. The stories are about discovery, adapting to different cultures, overcoming problems, and learning about all kinds of organisms. You don’t even have to be a fan of snakes to enjoy this book!

Assessment of FL Syllabi at Three Montenegrin Universities

One of the aims of the Erasmus+ ReFLAME project is to update the present foreign language (FL) syllabi at the non-philological departments at the three Montenegrin universities – the University of Montenegro (UoM), Mediterranean University (MedUni) and the University of Donja Gorica (UDG). To this end, the first task was to collect and assess all the first and second FL syllabi at the three Montenegrin universities. The analysis included examining the FL syllabi to provide the data regarding, among other things, the number of the syllabi collected, the faculties they are taught at, the foreign languages being taught, the number of general FL courses as opposed to FL for specific purposes courses, as well as the information on the textbooks and literature used. The results of the analysis of 226 FL syllabi, corresponding to 181 courses offered at 30 faculties at the three universities, show that the vast majority of these are taught at UoM (195), whereas 24 are taught at MedUni and 7 at UDG respectively. At UoM, 137 FL syllabi cover English, while 58 are related to other languages – Italian (14), German (14), Russian (14) and French (16). All of the overall 31 syllabi at MedUni and UDG pertain to English. A slightly higher number of the syllabi cover FL for specific purposes courses (113) compared to general FL courses (111), and only two pertain to FL for academic purposes courses. Most of the FL syllabi do not mention any exit level to be achieved, and thus are not in line with the Montenegrin Law on Higher Education (which stipulates a C1 exit level according to the CEFR). In terms of the textbooks and literature used, all the general FL courses are well equipped with appropriate textbooks. Nonetheless, there is a notable lack of adequate textbooks for FL for specific purposes courses in particular academic fields. This result was considered when making a decision on which LSP textbooks should be produced as part of the project. The overall findings of the FL syllabi analysis will also be of great use in the development stage of the project in which one of the tasks will deal explicitly with updating the current FL syllabi.

Gender and Equity in Post-Haiyan Disaster Resettlement Communities in the Philippines: Reflections from Fieldwork in Leyte

Disasters impact genders differently but the most vulnerable are women, girls, and gender diverse individuals. Vulnerabilities continue post-disaster in resettlement communities and the issue of equity remains paramount for affected individuals, families, and households. I reflected on my field notes while conducting a summer field course in 2015 in Leyte and research in 2017-2018 post-Haiyan, the strongest typhoon to hit landfall in the Philippines and perhaps in the world in 2013. I focused on urban resettlement communities, gender and community life, and equity in post-disaster habitats.

Deficiencies and potential corrections in ceramic art education according to the ceramic industry employees

Ceramics may be considered one of the most important and oldest inventions that give information about the history of humanity. Dating back to 8000 BC, ceramic has been used in many areas of daily life, such as kitchenware, sanitary ware, space technology, weapon industry and artistic production. In this context, the use of ceramics as an industrial material has resulted in the ceramic industry which requires education as an indispensable field. This study aims to determine the deficiencies and potential corrections for these deficiencies from the views of the employees who currently work in the field of ceramics. The study was conducted as a phenomenological study, which is one of the qualitative research designs. Fifteen employees participated in the study. The data of the study was collected by interviewing the employees. The findings of the study suggest that outdated curricula, narrow and insufficient industrial field courses, the need for self-development of the lecturer in the industrial field, the necessity of establishing a relationship between the ceramic industry and education and insufficient and inadequate computer design courses with software not suitable for the industry are the main deficiencies along with some others. Keywords: Art education, ceramic, industrial ceramic, design, sector, employee

A critical incident analysis of inclusive fieldwork with students as co-researchers

ABSTRACT This paper presents findings from a collaborative research project with students and lecturers that explored the integration of technology to enhance accessibility and inclusion in fieldwork education. The project set out to involve students as co-researchers to broaden the insights of the research team, and purposely included the diverse perspectives and experiences of students and lecturers with physical-mobility disabilities. Through analysing three critical incidents from two residential field trips, we developed a set of practical recommendations for using technology to facilitate the inclusion of students with disabilities in field courses. Reflecting on this study and the process of engaging with students as co-researchers, we offer recommendations for implementing equitable and inclusive fieldwork and working collaboratively with students to develop inclusive field experiences.

Using StoryMaps to prepare for field course – A case study of students in Geography

Field course is an important learning activity for students in disciplines like geography and biology. Unfortunately, lack of resources, large student groups, and unprepared students can result in students being passive rather than active during field course preparation. This article reports from a learning intervention where the use of StoryMaps replaced traditional lectures to increase active learning during field course preparation. StoryMaps is a multimedia platform with interactive functionalities, and we assess potential increased learning outcome from a learning intervention based on theories from geographic visualization. Students used StoryMaps to become familiar with the field course site and the field course assignments. As a follow-up, students had to write a reflection note about their thoughts and experiences from using StoryMaps. These notes revealed that students consider StoryMaps as helpful to access information from multiple sources in one visual platform, where they can choose how and what they want to learn, at what time, and in which order. Students also found that complex physical geographical-, and geomorphological principles became more concrete as StoryMaps helped them perceive these principles from multiple angles using pictures, videos, tasks, animations, and graphs. The few critical reflections are mainly related to minor technical issues.