See more from this Division: Topical Sessions
See more from this Session: What Should Students be Learning in Our Geology Classrooms?
Abstract:
Quantitative skill improvement can be documented as students learn various concepts related to radiometric dating, stream discharge and atmospheric processes. On-line course management software systems used to archive student responses to pre-instruction, application-level mathematical problems can provide student entry metrics. Formative in-class assessments, such as conceptest questions and group problem solving during class, can also be used to track student progress and provide opportunities to improve student meta-cognition skills. Serial scores from similar quantitative problems can be used to chart progress. Analysis-level thinking may be emphasized in lessons related to plate tectonics if students consider unknown plate boundary configurations and draw lithospheric cross sections. Synthesis-level critical thinking skills can be developed and assessed as students complete exercises that combine the rock cycle and relative time principles. Students improve their capacity to think critically using course content if they are required to systematically evaluate the many hazards typically addressed in these courses (e.g. earthquake damage, volcanic eruptions, floods). In most cases, using an assessment based approach where student work is archived and analyzed, allows both quantitative and qualitative evaluation of student progress toward meeting science content and critical thinking general education goals.
See more from this Division: Topical Sessions
See more from this Session: What Should Students be Learning in Our Geology Classrooms?