Social Learning Theories—An Important Design Consideration for Geoscience Fieldwork

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing sense of identity from student, to geoscience student, to practicing professional geoscientist.

This page last updated 18 May 2019 - 11:25pm

An Earth Hazards Camp to Encourage Minority Participation in the Geosciences

Summer camps have proven to be effective tools to engage students in the geosciences. Findings from this study highlight perceptions and experiences of middle school students from predominantly African American school districts in Mississippi who attended a 3-d residence camp focused on increasing interest in the geosciences through an earth hazards theme. The 2013 summer camp was structured to emphasize three subject areas: geology, hydrology, and meteorology. Nine middle school students (seven males and two females) attended the camp developed and held at Mississippi State University.

This page last updated 18 May 2019 - 11:10pm

Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course

The focus of this research was to investigate how students learn to do fieldwork through observation. This study addressed the following questions: (1) Can mobile eye-tracking devices provide a robust source of data to investigate the observations and workflow of novice students while participating in a field exercise? If so, what are the strengths and limitations of mobile eye tracking? (2) If these devices offer a unique source of data to investigate student work, what findings might be helpful for improving field instruction?

This page last updated 18 May 2019 - 9:18pm

Student-Designed Mapping Project as Part of a Geology Field Camp

During the summer of 2012, the Louisiana State University (LSU) field camp program was affected by close proximity to the large Waldo Canyon Fire in Colorado Springs, CO, as well as by a fire incident on the field camp property. A mapping exercise was created that incorporated spatial data acquired on the LSU property to investigate research questions that were developed by the students. The ownership of the design, implementation, and reporting of the project from start to finish generated strong personal interest from the students and led to enhanced academic performance.

This page last updated 18 May 2019 - 9:00pm

Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

In 2014, the Geological Society of America sponsored an Accessible Field Trip, designed to demonstrate best practices in accommodating a wide variety of participants with disabilities during a field experience. During the trip, an aide was deployed to assist two student participants with sensory disabilities, one with low vision and the other with deafness. The experiences and interactions between the assistant and the students were compiled into a thick description, which was subsequently analyzed through self-reflective case study.

This page last updated 18 May 2019 - 2:44pm

Geological Fieldwork: A Study Carried Out With Portuguese Secondary School Students

Recognizing the relevance that fieldwork and field trips have in the teaching of geosciences and related learning processes, this study presents two geological fieldwork studies that were established with Portuguese secondary school students. Both studies were focused on geoscience content knowledge, and attempted to increase environmental awareness and highlight geoheritage values. Following the Orion model (1993), the fieldwork was established in three stages (the preparatory unit, field trip, and summary unit), which facilitated its implementation and subsequent assessment.

This page last updated 18 May 2019 - 2:13pm

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

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).

This page last updated 18 May 2019 - 2:08pm

Predicting Performance in an Advanced Undergraduate Geological Field Camp Experience

This study examined the factors that contribute to students’ success in conducting geological field work. Undergraduate students (n = 49; 51% female; mean age = 22 y) who were enrolled in the 5-wk State University of New York at Oswego (SUNY Oswego) geology field program volunteered to participate in this study. At the beginning of the field program, students completed a series of questionnaires inquiring about their academic record and their personal attitudes and beliefs.

This page last updated 18 May 2019 - 2:06pm


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