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Bringing Research on Learning to the Geosciences Thanks!
Themes & Directions Bringing Research on Learning to the Geosciences Thanks!
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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
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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
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Community & Professional Development
Provide instructors with resources that they can use Produce convincing demonstrations and evidence of instructional reform Need for collaborative research
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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
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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
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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
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Random comments This is a loose and baggy field
How to get consensus about what to teach & what the science is
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