GeoScape: An Instructional Rock Garden for Inquiry-Based Cooperative Learning Exercises in Introductory Geology Courses

Calderone, Gary J.; Thompson, J. Robert; Johnson, Wayne; Kadel, Steve D.; Nelson, Pamela; Hall-Wallace, Michelle; Butler, Robert F.

doi:10.5408/1089-9995-51.2.171

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…Research indicates that problems with performance in mapwork have been both an international and national concern for some time (see Kali & Orion 1996, Kali et al 1997, Libarkin & Brick 2002, Calderone et al 2003. Ezeudu & Utazi (2014) noted that poor performance in mapwork has reduced the enthusiasm and weakened the morale of students for Geography in secondary schools in Nigeria.…”

Section: The Problem With Spatial Representationmentioning

confidence: 99%

“…Teachers mostly use traditional methods of using a chalkboard and 2D diagrams such as, pictures in the textbooks for teaching. However, various attempts have been made to address this problem (for example see Calderone et al 2003, Drennan & Evans 2011. These interventions can be static, in that they cannot show the dynamic nature of the environment, or they need mediation from the teacher or peers especially when their own exposure to the natural environment has been limited.…”

Section: The Problem With Spatial Representationmentioning

confidence: 99%

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Can the augmented reality sandbox help learners overcome difficulties with 3-D visualisation?

Evans

Fleming²,

Drennan

2018

Terrae Didat.

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Research has shown that students have difficulties in understanding topographic maps and landforms associated with contour patterns and therefore have problems in reading and interpreting topographic maps and relating these 2-dimensional representa-tions to a real 3-dimensional environment. However, maps are a fundamental tool for understanding geographical concepts and solving geographical problems. Current research indicates that this is not uniquely a South African problem and various at-tempts have been made to address this problem such as the use of videos, models and fieldtrips – each with their own limita-tions and difficulties. Nevertheless, the ability to visualize in 3-dimensions from a 2-dimensional representation is an essential skill in understanding and interpreting topographical maps. To address the problem of 3-D visualisation, an augmented reality sandbox (AR-Sandbox) was introduced to a Geography classroom, to Grade 11 students at a Secondary school in Johannes-burg, South Africa. The aim of this study is to determine the effectiveness of using the AR-Sandbox to enhance the learning of – and improve the learner's performance – in mapwork, and thereby address the problems experienced with 3-D visualisation. The results of the pre-test and post-intervention test are presented and show that the AR-Sandbox is an effective tool for en-hancing an understanding of landscapes rather an improving performance in the construction of cross-sectional profiles.

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Section: The Problem With Spatial Representationmentioning

confidence: 99%

Section: The Problem With Spatial Representationmentioning

confidence: 99%

Can the augmented reality sandbox help learners overcome difficulties with 3-D visualisation?

Evans

Fleming²,

Drennan

2018

Terrae Didat.

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“…UDL is particularly useful in designing instructionally accessible and inclusive field studies (Bowe, 2000, Atchison, 2011Gilley et al, 2015), although the principles have also been used extensively in classroom and laboratory instruction across science and engineering (i.e. Asher, 2001;Miner et al, 2001;Greenberg, 2002;Calderone et al, 2003;Benison, 2005;Duerstock, 2006;Thompson, 2008;Horowitz and Shultz, 2014;Supalo et al, 2014).…”

Section: Physical Barriersmentioning

confidence: 99%

Understanding Field-Based Accessibility From the Perspective of Geoscience Departments

Carabajal

2017

Geological Society of America Abstracts With Programs

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Many traditionally-designed geoscience courses and field-experiences are unintentionally presenting barriers to active participation for students with disabilities (SWDs). As such, these barriers are potentially contributing to the under-representation of persons with disabilities in the geoscience discipline. Although geoscience organizations are calling for more inclusive approaches to geoscience education, departments have been left to independently develop inclusive curricula with little insight or pedagogical training. In order to encourage geoscience departments to implement inclusive instruction, we must first understand current practices on promoting accessible field experiences. This document reports the findings from a study on the conceptions that geoscience instructors and U.S. geology departments have regarding field-based accessibility. This study collected survey data from 160 two-year and four-year geology departments and follow-up interview data from three geoscience instructors from different institutions. Data collected included information on departmental practices when attempting to provide adequate field experiences for SWDs, department confidence in assessing field site accessibility, and the culture of access and inclusion in their own geoscience department. Reported practices were thematically analyzed according to:(1) modifications, (2) accommodations, (3) adaptations, and (4) accessible options. Interview data revealed instructor insight on accessible instructor practice, strategies for student success, the challenges associated with accessible instruction, and department-wide inclusivity. This study promotes inclusive field-based instruction through critical insights on current departmental practices.

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“…외국의 경우는 암석원에 설치하는 표품의 전시 (Wilson and Montbriand, 2008)와 학교 주변 자연 환경을 활 용한 프로그램 개발 등과 관련한 연구 (Calderone et al, 2003), 실험실에서에서 이루어지는 암석 광물 탐 구 활동에 관한 연구 (Teasdale et al, 2008) …”

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Petrological Investigation of the Specimens in School Rock Gardens in Jeonju, Korea

Cho

2011

Journal of the Korean earth science society

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Abstract:The effective teaching of Earth Science in the classroom should be augmented by field studies of rocks and minerals in a competently designed school rock garden(SRG). The displayed specimens must be correctly identified, labeled and esthetically evaluated. SRG is more than a general garden with just landscaping and it should provide students with freedom of conducting independent inquiries. The composition of the selected specimens should be representative of the bedrocks of region as well as of Korea in general. There are 130 schools in Jeonju-city and 35 (26.9%) have established rock gardens. There is a pressing demand for more gardens and number of display samples in school. The existing displays need improvement because some samples are not correctly identified and labeled. In addition, there is a duplication of rock types as well as lack of important rock types. The number and composition of the displayed rocks and minerals should be related to the school curriculum and reflect representative bedrocks of Jeonju-city and region.

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GeoScape: An Instructional Rock Garden for Inquiry-Based Cooperative Learning Exercises in Introductory Geology Courses

Cited by 10 publications

References 11 publications

Can the augmented reality sandbox help learners overcome difficulties with 3-D visualisation?

Can the augmented reality sandbox help learners overcome difficulties with 3-D visualisation?

Understanding Field-Based Accessibility From the Perspective of Geoscience Departments

Petrological Investigation of the Specimens in School Rock Gardens in Jeonju, Korea

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