Bringing Research on Learning to the Geosciences Thanks! Themes & Directions Bringing Research on Learning to the Geosciences Thanks!

Learning Goals Thinking like a geoscientist Understanding & thinking with visual representations of data Working with complex models of the Earth system & with multiple sources of evidence Appreciation of geological time Ability to use scientific evidence in public policy discussions

The Learning Environment Learning activities Transformative experiences. Knowledge construction Student awareness of & commitment to goals Active use of concepts and skills Peer interaction Projects, case studies & extended problem solving Assessment Align student assessment with learning goals Performance-based assessment

Community & Professional Development Provide instructors with resources that they can use Produce convincing demonstrations and evidence of instructional reform Need for collaborative research

Research Themes & Ideas Geoscience as a favorable discipline for research on learning Research on 2-D & 3-D mental imagery & use of visual representation in geoscience Assessment of conceptual and cognitive skill outcomes Research/redevelopment of geoscience learning environments. Technology Expert cognition in geoscience Student conceptions of geological time Student epistemological development: as learners, as thinkers

suggestions Joe k-12. Epist change. accessibility David reorg research agenda Nature of expert cognition: end state Spatial processing, categorization Marcia-what is an expert in the geosciences Becoming an expert: Process of learning & dev Time, when/how representations Stages. How prior beliefs interact with instruction Assessment Marcia-need a longitudinal perspective (fits w/Joe) Design of learning environments Marcia-there’s too much in this curriculum--what to take out Kim -learning from direct field observation

Comments: continued Jill - study of undergraduate research experiences Joe - Everyday, informal learning relevant to the geosciences. What students bring with us M. Piburn-student initial conceptions. Julie L. is working on a f-c inventory type assessment Cathy’s parse of dissemination, prof. devel., and research

Random comments This is a loose and baggy field How to get consensus about what to teach & what the science is