Geology Courses Research Articles

Leveraging a Service Experience into a Course-Based Undergraduate Research Experience in an Introductory Geology Classroom

A local, nonprofit, organic farm (Growing Veterans n.d.) sought to partner with Whatcom Community College in a service opportunity examining its soil health. The outcome was a course-based undergraduate research experience (CURE) for students in an introductory environmental geology course for nonmajors.

Predict-observe-explain activities preserve introductory geology students’ self-efficacy

To support student construction of knowledge during class meetings, there is a growing demand to incorporate active learning practices. However, ’active learning’ can range from occasionally voting on a multiple-choice question, to spending all of class time on worksheets. Consequently, the outcomes of active learning course reforms vary widely. Here we present an exploratory study comparing student outcomes from two introductory geology courses that both use active learning practices. In one course, students regularly respond to ‘Clicker’ questions with no peer interaction, using a personal response system. In the other course, students engage in Clicker questions as well as collaborative predict-observe-explain (POE) activities. Our results showed no statistically significant difference in content knowledge gains between these two courses POE activities. However, we find that students who experienced both Clickers and POE activities have enhanced self-efficacy and interest in the subject. As self-efficacy and science interest are integral for retention in STEM beyond first-year courses, we argue that some active learning strategies, such as POE, may be better suited to recruiting and retaining STEM majors. Thus we highlight the need for more studies that compare active learning strategies while monitoring student feelings and perceptions in addition to content knowledge.

ПРОБЛЕМЫ ПРОДВИЖЕНИЯ МУЗЕЙНОЙ И ШКОЛЬНОЙ ГЕОЛОГИИ СРЕДИ УЧАЩИХСЯ СТАРШИХ КЛАССОВ

Results of the 5-year geological experimental course at school are considered. Sources and qualification of workers from Geological Department at National Science Nature Museum of National Academy of Sciences were used for teaching. The museum space was used as a place for direct understanding and study of an examined geological sample. The course included theory, laboratory and field practice, academic competition and quizzes The dynamics of knowledge changes for learners was established. Some of them chose geology as their future scientific direction after the course. Problems of teaching were noticed to be connected with the lack of motivation among students. The tendency was observed both in obtaining of profound knowledge and in learning of geology in general. The key method of the problem’s solution is achieving of ultimate dynamic in lessons It can be realized by 1) active using of laboratory possibilities at museums and academic institutions; 2) work with rock templates\minerals collections; 3) field or rocks expeditions; 4) organizations of competitions; 5) contact with parents of learners. The obtained statistical and methodical material can become a basis for next similar experiments at schools.

Earthwriting

A series of poems and images inspired by a week spent in the province of Teruel, in the Spanish autonomous community of Aragon, for the 53rd Practical Geology Course run by the Summer University of Teruel. The syllable structure of the English haikus seeks to mirror the rigid geometry of crystals embedded in their matrix. Preserving this structure in Spanish without significantly changing their meaning proved an insurmountable challenge and, as such, the translations are free.

A Multisemester, Curriculum-Embedded Undergraduate Research Experience (MS-CURE) in the Geosciences: Contextual Factors Influencing Student Motivation for Pursuing Research

This study undertakes an unusual approach to the course-based undergraduate research experience (CURE) by engaging students in an ongoing research project that is embedded across two years of required coursework, including four geology courses and a capstone summer field experience. The authors describe the curriculum, note the importance of scaffolding and feedback, and assess out-comes in a rural population of students from an economically depressed area relative to a non-CURE comparison group using a mixed-methods approach. The results show the multisemester CURE students preferred fieldwork, routine data collection, and other hands-on skills consistent with a broad interest in college as workforce preparation. The authors highlight the importance of contextual factors as a motivation for pursuing research, including the nature of the academic discipline and student demographics.

Decision Making of Curriculum Attainment Degree for Engineering Geology Based on Fuzzy Set Theory

The study of engineering geology emphasizes the combination of theory and practice, and it highlights the comprehensive cultivation of curricular theory, curricular practice, and comprehensive skills. It is necessary to establish a set of effective methods to evaluate the achievement of training objectives to track, test, and improve the quality of curricular learning. In this paper, the principle of the fuzzy analytic hierarchy process based on entropy is used to construct an evaluation index system for the goal achievement degree of engineering geology courses, and the primary indicators mainly include knowledge, ability, and quality. Based on the actual situation, five curricular achievement levels are determined, that is, the comment set V = {very low, low, medium, high, very high}. Relying on the engineering geology course resource database of Xuchang University, the course goal achievement degree is evaluated, and the results show that the engineering geology course achievement degree is high. This method is suitable not only for the evaluation of the achievement of curricular objectives but also for the evaluation of the achievement of engineering education graduation requirements. This method can also help us find different courses and teaching weak links supporting the index points, indicate the direction and provide support for teachers to continuously improve their teaching and management methods, and effectively promote a continuous improvement in teachers’ teaching level and teaching quality.

Coleção científica de Paleontologia e a capacidade de comunicação de um blog sobre a disciplina

To enhance the teaching of Paleontology, due to the lack of tools to assist it in the undergraduate course in Geology at the Federal University of Uberlândia, Brazil, we developed a blog using the existing resources on a free online platform, as well as additional features developed in HTML, CSS, and JavaScript languages. To accomplish this task, the fossil samples from the Laboratory of Stratigraphic Paleontology (LAPE) of the Federal University of Uberlândia, Monte Carmelo Campus needed to be identified, recorded, grouped according to taxonomic proximity, and analyzed quantitatively and qualitatively. We evaluated the communication capacity of the tool to reach the most diverse readers, according to statistical data provided internally by the platform, highlighting the moment of social distancing caused by the COVID-19 Pandemic.

Emerging Geospatial Technologies in Environmental Research, Education, and Outreach

Drawing on the historical importance of visual interpretation for image understanding and knowledge discovery, emerging technologies in geovisualization are incorporated into research, education and outreach at the Center for Geospatial Research (CGR) in the Department of Geography at the University of Georgia (UGA), USA. This study aimed to develop the 3D Immersion and Geovisualization (3DIG) system consisting of uncrewed aerial systems (UAS) for data acquisition, augmented and virtual reality headsets and mobile devices, an augmented reality digital sandbox, and a video wall. We were working together integrated data products from the UAS imagery, including digital image mosaics and 3D models, and readily available gaming engine software to create augmented and virtual reality immersive visualizations. The use of 3DIG in research is demonstrated in a case study documenting the seasonal growth of vegetables in small gardens with a time series of 3D crop models generated from UAS imagery and Structure from Motion photogrammetry. Demonstrations of 3DIG in geography and geology courses, as well as public events, also indicate the benefits of emerging geospatial technologies for creating active learning environments and fostering participatory community engagement.
 Keywords: Environmental Education; Geovisualization; Augmented Reality; Virtual Reality; UAS, Photogrammetry
 Copyright (c) 2020 Geosfera Indonesia Journal and Department of Geography Education, University of Jember
 This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

A new project-based laboratory (PJBL) was developed for general chemistry students to tackle the steps involved in chemical water quality analysis using an accessible, real-world hydrologic system (the lakes of the Lower Grand Coulee, Washington). This PJBL was developed in a joint general chemistry and environmental geology course by a chemist–geologist teaching team, and it emphasized an interdisciplinary approach for a more complete understanding of the geochemistry of the lake system. Students worked through the project following industry protocols for sample collection in the field, chemical laboratory determination of dissolved solids, alkalinity, and dissolved metals, and interpretation of the results within the unique geological context of the lakes. Foundational concepts in solution chemistry, such as solubility product, pH, and alkalinity, were essential in the discussion of the lake water trends and broader geologic processes. In particular, students could relate chemical weathering of basaltic bedrock to the measured lake water constituents and could observe how the groundwater- and evaporation-controlled fluxes of water in the closed basin produced a downstream increase in alkalinity and dissolved load. Collectively, the steps involved in the project meet the essential criteria (as defined by other authors) for a complete chemistry PJBL. This PJBL can be readily adapted to a wide range of groundwater or surface water systems and can be framed in a more or less interdisciplinary context. Many students, without prompting and on confidential evaluations, rated this as the most valuable learning experience in the year-long academic coursework.

What do students know about evolution by natural selection after a non-majors geology course? An analysis of student responses to open-ended questions

Most of the research on student understanding of evolution by natural selection has focused on undergraduate biology courses for science majors. However, the majority of undergraduates in the United States will not enroll in a biology course for majors. In this study, we identify the extent of natural selection understanding that students acquire through an undergraduate, non-majors geology course. Using a pre/post assessment model, we administered open-response items from the Bishop and Anderson Diagnostic Instrument and a religiosity scale. Student responses were coded for inclusion and correctness of five key principles of natural selection: variation in a population, origin of variation, inheritance, fitness, and change in a population over time. The majority of students included few, if any, key principles of natural selection in their responses prior to instruction, and improvement after direct instruction in their geology course was minimal (cheetah: mean pre 1.01, mean post 1.37; salamander: mean pre 0.79, mean post 1.15). In most cases, students’ self-reported religiosity was unrelated to their knowledge of natural selection. Together, our results demonstrate that in spite of instruction, non-majors geology students struggle to describe the process of natural selection using foundational principles. We encourage the continued development of cross-disciplinary educational resources for this important population to help all students, regardless of major or career path, gain a more robust understanding of evolution by natural selection.

Analysis of Do-it-Yourself (DIY) Electrode for Soil Resistivity Measurement Practical of Geology and Geophysics Subject at Earth and Outerspace Laboratory

This study describes the process of designing, manufacturing and the performance of Do It Yourself (DIY) electrodes for Soil Resitivity Measurement (SRM) practicum in the Geophysical Geology course. The aim is to produce electrodes that can be used with the Geo Tester tool from the Fluke 1623. The method used was the Research and Development method. the required electrode had been analyzed prior to the idea of making make your own electrode was created. The electrodes were designed in such a way as to consider the level of accuracy, convenience, safety and economics. The results showed that the DIY electrode was made well, the limited trial of data collection using the Schlumberger and Wenner configuration methods resulted in data error values ​​of 2.43% and 4.1%, respectively. The results were much smaller than the accepted minimum error threshold, namely 20%. The validation results from DIY electrode users (Data Collection Team) and Earth Physicist lecturers gave an average rating of 3.8 out of a scale 4. Thus, DIY eceltrodes can be used in practical for Geophysical Geology lectures in the Earth and Space Laboratory

Intentional design and implementation of a “flipped” upper division geology course: Improving student learning outcomes, persistence, and attitudes

Flipped instruction is not new and the literature is extensive with examples of flipped courses. However, there is a lack of studies with a structured, methodical approach to flipped design, implementation, and evaluation of its effectiveness. An upper division geology course was flipped to allow focus on higher-level concepts, especially problem-solving skills, by moving lower-level Bloom taxonomy tasks to out-of-class preparatory work. Intentional design and implementation of this flipped course was based in the literature, and included extensive communication with students. Evaluation of student learning outcomes, persistence, and attitudes between traditional and flipped classrooms were based on quantitative and qualitative evidence collected from a variety of sources, and included formative and summative assessments. Overall, preliminary results showed significant improvement across various metrics of measurement including quizzes, homework, exams, course grades, course evaluations, surveys, and interviews, and suggest the flipped classroom increased students’ learning, persistence, and attitudes toward the course. For example, the percent of students who withdrew or made a D or F in the course decreased from 44% in the traditional to 22% in the flipped course. Despite limitations, including a small sample size, the effectiveness of following specific design principles for flipping an upper division course is demonstrated by multiple lines of evidence, and indicates those considering changing to the flipped classroom need to carefully design and implement their course. This includes a well-designed course structure based on learning outcomes, regular communication with students about course design and expectations, and opportunities for students to provide anonymous feedback.

Self-guided field trips allow flexibility in undergraduate student introductory field experiences

There is a clear desire in the geoscience community to engage students in field work in ways that minimize institutional (cost, size, liability) and circumstantial barriers (family obligations, financial burdens) that decrease field trip participation at the introductory level. Here we demonstrate that non-major students want accessible field experiences; however, concerns over time and transportation limit students’ ability to engage in field trips outside of class time, even when offered. We used the free NSF-funded Flyover Country mobile app to create self-guided field trips to regional parks and urban areas with geological features of interest. These trips were implemented in a small, non-major focused, Introduction to Geology course which had previously experienced poor attendance for field trips outside of class time. We then compared experiences of students using the app to experiences of students in the same course who attended a traditional instructor-led trip. Lab grades and student survey responses provide evidence that students on the self-guided field trips observed similar geology and reported similar affective outcomes as those students who attended the instructor-led trip. While outcomes at the Introductory level suggest a self-guided modality is a promising option, results may vary for more technical upper division courses.

The Evolution of a Rocks and Minerals Challenge Game Design

This design case describes design decisions and their impacts during three redesigns of an educational game called the “Rocks and Minerals Challenge.” This game was developed as a laboratory supplement for the rocks and minerals component of a university-based geology course. The game has evolved through three distinct design phases: Design 1, first designed as a challenge module in 2005; Design 2, redesigned as a game in 2012 for compatibility reasons; and Design 3, redesigned in 2015 to enhance instructional effectiveness. Following is a description of the game design factors that were implemented for each of the design phases: learning goals, levels of challenges, scaffold-ing, user control, feedback, and rules. The timing, rationale and impacts of these design decisions are discussed within the context of recommendations identified by existing educational game research.

Effects of specific-level versus broad-level training for broad-level category learning in a complex natural science domain.

Category learning is a core component of course curricula in science education. For instance, geology courses teach categorization of rock types. Using the educationally authentic rock categories, the current project examined whether category learning at a broad-level (BL; igneous, sedimentary, and metamorphic rocks) could be enhanced by learning category information at a more specific-level (SL; e.g., diorite under igneous, breccia under sedimentary, etc.). Experiments 1 and 2 showed that SL training was inferior to BL training when participants were required to respond at the BL regardless of whether BL and SL category labels were presented simultaneously during classification training or SL categories were learned initially followed by training on the specific-broad level name associations. However, Experiments 3 and 4 showed that SL training was as good as BL training when the training was more extensive and participants were allowed to respond at the trained level. By considering confusion matrices (i.e., probabilities that instances in a given category was erroneously classified as belonging to other categories), we conjectured that between-SL category similarity, specifically the degree to which similar-looking SL categories belong to the same BL category, is an important factor in determining the efficacy of SL training. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Popular Music and the Anthropocene

We are at a major turning point, probably irreversible for thousands of years. Despite the continued use of slogans like ‘Save the Planet’, it is living beings, more than the Earth (which has already seen many upheavals) who are threatened with extinction. Although the proponents of the term Anthropocene agree that human activities have become a force that is influencing the geological course of the Earth, and stratigraphers are already finding traces of that process in rocks and sediments (Zalasiewicz 2010), we can however identify two contrasting narratives about the Anthropocene.

The Effectiveness of Model Rocketry to Teach Science and Quantitative Content to Students in a Non-Science Majors Course at the College Level: An Example from a Planetary Geology Course

Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration have a unique way of capturing one’s imagination and may serve to robustly engage non-science majors. In this contribution, I 1) describe a model rocketry lab module, I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1] [2]) and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms. The tasks of building and launching the model rocket serve as a vehicle that allows students to employ the scientific process while learning about planetary mission design and applying geologic and quantitative skills useful to answering a science-related question. Quantification of student learning gains shows that through this lab module, students significantly improved their quantitative and scientific reasoning skills. Results from student questionnaires showed a significant increase in student interest and confidence in addressing scientific questions as well as an understanding of how planetary missions are designed and conducted.

Геолого-литологическая характеристика карьеров «Ленино» и «Лениндар», Республика Беларусь

The article considers the geological-lithological and stratigraphic features of the «Lenino» and «Lenindar» quarries, which are objects of General geological practice course of students-geologists of the EI «GSU F. Skoriny». The goals and objectives of the practice, as well as academic and professional competencies formed during the training practice are disclosed.

Exploring Student Preference between Textbook Chapters and Adaptive Learning Lessons in an Introductory Environmental Geology Course

In a Fall 2017 introductory course in Environmental Geology, homework assignments alternated between traditional textbook chapters in an electronic format and adaptive learning platform (ALP) modules on the Smart Sparrow (www.smartsparrow.com) platform to assess student preference for and satisfaction with either modality. Few studies have evaluated the role of ALP technology in a classroom setting, and none have investigated ALPs in a homework setting. To probe student preferences between these assignments, and their engagement with the material through the different modalities, all (n = 17) students in the course were given eight surveys over the Fall 2017 semester. A subset of six students volunteered for qualitative interviews in addition to the quantitative surveys. Analysis of the results shows that students were more satisfied with the ALP modules, except for the longest assigned module. No relationships were found between preference for one module over another and major, engagement, or interest in environmental geology. A majority of the students interviewed identified the interactivity of the adaptive learning modules as a contributing factor to the retention of concepts presented. This suggests students experienced a higher level of cognitive engagement with the ALP material.

Earth Sciences and STEM initiatives: the Geology Project in the framework of "Piano Lauree Scientifiche"

The “Piano Lauree Scientifiche” is an initiative of the Italian Ministry of University and Education aimed to sustain Science, Technology and Maths studies. It is active since 2005, but only in 2015 Geology courses have been included in the grant system. The “Piano” is structured in seven national disciplinary partnerships, including all the Italian Universities where a BSc course is listed in their undergraduate prospectus. Then, the 29 Universities involved in the Geology Project share general and specific objectives for vocational guidance of incoming students, training of secondary school teachers, and initiatives to reduce the drop-out. The description of these objectives and the results obtained in the last three years are presented and it can stimulate the discussion to improve the project during the next years, when new specific tasks will be added: gender-related issues, enhancement of mentoring and accompaniment initiatives, refresher training for school teachers.