Yale Center for Teaching and Learning

Geology and Geophysics

Similar to other STEM fields, geology education considers ways to incorporate active student engagement in courses at the undergraduate level. Instructors also increasingly emphasize retaining students in the geosciences, as well as integrating field experiences within curricula.

Journals


Articles and Papers

Freeman, S et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS 111(23), 8410-8415.

Abstract: “To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.”

Elkins JT and Elkins NML. (2007) Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-based Introductory Geology Courses. Journal of Geoscience Education, 55(2), 126-132. doi: http://nagt-jge.org/doi/pdf/10.5408/1089-9995-55.2.126.

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.”

Levine R, González R, Cole S, Fuhrman M, Le Floch KC. (2007). The Geoscience Pipeline: A Conceptual Framework. Journal of Geoscience Education, 55(6), 458-468. doi: http://dx.doi.org/10.5408/1089-9995-55.6.458.

Abstract: “In order to assess the effectiveness of projects intended to increase the participation of members of traditionally underrepresented groups in geoscience careers, short-term indicators of “success” must be identified and developed. Our first step in identifying these indicators was the creation of a model of the science, technology, engineering, and math (STEM) career pipeline, based on a literature review of factors associated with STEM career choice in minority populations. To validate the appropriateness of this model for the geosciences, as well as to identify factors specific to geoscience career choice, we conducted a critical incident study and further refined our pipeline model. We used the model to determine the potential efficacy of different approaches that are being employed by geoscience diversity projects and to show how it can be used for determining the effectiveness of these projects.”

Huntoon JE, Lane MJ. (2007). Diversity in the Geosciences and Successful Strategies for Increasing Diversity. Journal of Geoscience Education, 55(6), 447-457. doi: http://dx.doi.org/10.5408/1089-9995-55.6.447.

Abstract: “Data available from the National Science Foundation Division of Science Resources Statistics demonstrate that since 1966 fewer bachelor’s, master’s, and Ph.D. degrees have been awarded in the geosciences than in any other STEM field. Data spanning the time period from 1995–2001 indicate that the percentage of bachelor’s and master’s degrees awarded to members of racial and ethnic groups that are underrepresented in STEM fields was lower in the geosciences than in other STEM fields. The percentage of Ph.D. degrees awarded in the geosciences to students drawn from underrepresented groups from 1995–2001 was similar to the percentage awarded in math and computer science, physical science, and engineering. It appears that the geosciences retain a greater number of students drawn from underrepresented groups during the transition from master’s to Ph.D. degree programs, and/or recruit underrepresented students into Ph.D. programs from other STEM fields.

The geosciences have had success recruiting and retaining women since 1966, and the lessons learned in increasing gender diversity in the field may help the geoscience community increase its racial and ethnic diversity in the future. Four strategies that consistently appear to be effective in increasing diversity are: demonstrating the relevance of the field and opportunities for high-paying careers in it; developing partnerships among multiple stakeholders to reduce ‘leaks’ from the educational pipeline; promoting strong mentoring relationships among students and geoscience professionals, including opportunities for students to conduct research prior to graduate school; and providing financial assistance when necessary.”  

Sell KS, Herbert BE, Stuessy, CL, Schielack J. (2006). Supporting Student Conceptual Model Development of Complex Earth Systems Through the Use of Multiple Representations and Inquiry. Journal of Geoscience Education, 54(3), 396-407.

Abstract: “Students organize scientific knowledge and reason about issues in the Earth sciences by manipulating internally-constructed mental models and socially-constructed, expressed, conceptual models. The Earth sciences, which focus on the study of complex, dynamic, Earth systems, may present unique cognitive difficulties to students in their development of authentic, accurate expressed conceptual models of these systems. This pilot study came about as we were seeking to construct inquiry modules to assist undergraduate students as they developed an understanding of eutrophication along the coastal margin, a good example of a complex, dynamic, environmental process. The modules we developed coupled the use of physical models and information technology (IT)-based multiple representations with an inquiry-based learning environment that allowed our students to develop and test their conceptual models based on available evidence and to solve authentic, complex, and ill-constrained problems. Our hypothesis was that the quality of students’ conceptual models would predict their performance on inquiry modules, and that students’ prior knowledge (measured by number of previous courses in geology) would mediate the strength of the relationship between students’ model expression and their inquiry performance. Statistical results of this study indicated such a relationship existed only among students in the high prior knowledge group. In the light of our findings, we make recommendations for pedagogical accommodations to improve all undergraduates’ abilities to understand complex, dynamic, environmental systems, with a particular emphasis on students who have lower levels of prior knowledge.”  

McConnell DA, Steer DN, Owens KD. (2006). Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses. Geoscience Education, 54(1), 61-68.

Abstracts: “Conceptests are higher-order multiple-choice questions that focus on one key concept of an instructor’s major learning goals for a lesson. When coupled with student interaction through peer instruction, conceptests represent a rapid method of formative assessment of student understanding, require minimal changes to the instructional environment and introduce many of the recognized principles of effective teaching that enhance student learning. In this study, instructors from several different institutions developed over 300 conceptests for the geosciences. These instructors then used this suite of concept questions in a wide range of classroom settings, including large introductory general education Earth Science courses for non-majors at open enrollment institutions, smaller physical geology classes suitable for majors at private colleges, and in introductory geology laboratory settings. Results of pre- and post-class Geoscience Concept Inventory (GCI) testing and qualitative feedback from students and instructors showed that conceptests increased attendance, improved student satisfaction, and enhanced student achievement. Participating instructors found implementation of conceptests into their classes straightforward and required less than 30 minutes of preparation per class. The conceptest question database is available on-line for geoscience instructors.”  

Libarkin JC, Anderson SE. (2005). Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory. Journal of Geoscience Education, 53(4), 394-401.

Abstract: “Assessment of learning in entry-level college science courses is of interest to a wide variety of faculty, administrators, and policy-makers. The question of student preparedness for college instruction, as well as the effect of instruction on student ideas, has prompted a wide range of qualitative and quantitative studies across disciplines. In the geosciences, faculty are just beginning to become aware of the importance of conceptual change in instruction. The development of the Geoscience Concept Inventory (GCI) and application to the study of learning in entry-level geoscience courses provides a common framework from which faculty can evaluate learning and teaching effectiveness. In a study of 43 courses and 2500 students, we find that students are entering geoscience courses with alternative conceptions (sometimes called “misconceptions”), and in many cases are leaving the classroom with these alternative ideas intact. Comparison of pre- and post-test results show that students with the lowest pre-test scores show the most improvement, whereas those with higher pre-test scores show little, if any, improvement. We also find no relationship between self-reported teaching style and learning as measured by the GCI, suggesting significant research needs to be done to evaluate teaching effectiveness in geoscience classrooms.”  

Elkins JT, Elkins NML. (2007). Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55(2), 126-132.

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.”   

McConnell DA, Steer DN, Owens KD. (2003). Assessment and Active Learning Strategies for Introductory Geology Courses. Journal of Geoscience Education, 5(2), 205-216.

Abstract: “Educational research findings suggest that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies into the classroom. Active learning occurs when instructors build learner participation into classes. Learning in large, general education Earth Science classes was evaluated using formative assessment exercises conducted by students in groups. Bloom’s taxonomy of cognitive development was used as a guide to identify critical thinking skills (comprehension, application, analysis, synthesis, evaluation) that could be linked to specific assessment methods such as conceptests, Venn diagrams, image analysis, concept maps, open-ended questions, and evaluation rubrics. Two instructors conducted a series of analyses on sample classes taught with traditional lecture and inquiry-based learning methods. Qualitative and quantitative analyses show that such methods are preferred by students, improve student retention, produce no decrease in content knowledge, promote deeper understanding of course material, and increase logical thinking skills.”