How Geoscientists Think and Learn

Kastens, Kim A.; Manduca, Cathryn A.; Cervato, Cinzia; Frodeman, Robert; Goodwin, Charles; Liben, Lynn S.; Mogk, David W.; Spangler, Timothy C.; Stillings, Neil A.; Titus, Sarah

doi:10.1029/2009eo310001

Cited by 165 publications

(82 citation statements)

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“…In geoscience, field education is valued for its broad development of knowledge, skills, and scientific and professional identities (e.g., Boyle et al, 2007;Kastens et al, 2009;Whitmeyer et al, 2009;Feig, 2010;Petcovic et al, 2014). Field work is often used to market particular courses or programs of study (Fuller, 2012).…”

Section: Research Context Field Education: Benefits and Stylesmentioning

confidence: 99%

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

et al. 2018

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Field work is an integral component of undergraduate geoscience education. Field areas for these crucial experiences are carefully selected, but how do these places affect our students? This study compares the field experience of students participating in two distinct modules of a study abroad field camp in New Zealand, through sense of place and perceptions of learning. The situated module was geological mapping based in a single site, whereas the roadside module was based on smaller exercises in multiple discrete sites. Survey findings indicate that students became significantly more attached to the situated field area, but had no significant change in their attachment to the roadside field area. Field observations and interview findings suggest that this may be due to student autonomy, the immersive landscape, and strong alignment of student perceptions of learning with instructor intentions on the situated field module. In contrast, the roadside module was more determined by the instructor, and student perceptions of learning did not align well with instructor intent in conveying a sense of the regional geologic history. We assimilate our field observations and student and instructor interview data into a schematic model of the two field trip styles. This model is then used to visualize an improved pedagogy to foster greater engagement with the landscape and geology in the roadside trip. We recommend that roadside field trips have explicit assessments that connect the field sites together. Our interview data suggest that this connection would be further enhanced with greater opportunities for student ownership of in-field decision making through student-centered learning, encouragement of a sense of exploration, and development of a student and instructor field learning community. RESEARCH CONTEXT Field Education: Benefits and StylesField trips are widely used in geoscience education around the globe and in several other disciplines, including geography (e.g., Gold et al

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Section: Research Context Field Education: Benefits and Stylesmentioning

confidence: 99%

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

et al. 2018

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“…There also seems to be an increasing interest in hydrology education research (Kastens et al, 2009). Studies have for example assessed the value of computing in conveying concepts of data analysis or modeling in hydrology (Elshorbagy, 2005;Hossain and Huddleston, 2007;Wagener and McIntyre, 2007;Schwenk et al, 2009;Aghakouchak and Emad, 2010), which is less straightforward than it might appear (Whiteman and Nygren, 2000).…”

Section: Hydrology Education Assessmentmentioning

confidence: 99%

It takes a community to raise a hydrologist: the Modular Curriculum for Hydrologic Advancement (MOCHA)

Wagener

Kelleher

Weiler

et al. 2012

Hydrol. Earth Syst. Sci.

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Abstract. Protection from hydrological extremes and the sustainable supply of hydrological services in the presence of changing climate and lifestyles as well as rocketing population pressure in many parts of the world are the defining societal challenges for hydrology in the 21st century. A review of the existing literature shows that these challenges and their educational consequences for hydrology were foreseeable and were even predicted by some. However, surveys of the current educational basis for hydrology also clearly demonstrate that hydrology education is not yet ready to prepare students to deal with these challenges. We present our own vision of the necessary evolution of hydrology education, which we implemented in the Modular Curriculum for Hydrologic Advancement (MOCHA). The MOCHA project is directly aimed at developing a community-driven basis for hydrology education. In this paper we combine literature review, community survey, discussion and assessment to provide a holistic baseline for the future of hydrology education. The ultimate objective of our educational initiative is to enable educators to train a new generation of "renaissance hydrologists," who can master the holistic nature of our field and of the problems we encounter.

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“…The interactions of the parts are important because, according to Mayr, "a description of the isolated parts fails to convey the properties of the system as a whole. It is the organization of these parts that controls the entire system" [82]. 6.…”

Section: Evolved Complex Adaptive Systemsmentioning

confidence: 99%

“…both parts and wholes are material entities, and integration results from the interaction of parts as a consequence of their properties" [82]. Novikoff anticipated the characteristics of complex systems in noting that some systems must be studied as whole intact entities because living organisms are not "machines made of a multitude of discrete parts (physico-chemical units), removable like pistons of an engine and capable of description without regard to the system from which they are removed" [82]. The interactions of the parts are important because, according to Mayr, "a description of the isolated parts fails to convey the properties of the system as a whole.…”

Section: Evolved Complex Adaptive Systemsmentioning

confidence: 99%

A Discussion of the Role of Complex Evolved Systems in the Development of Invasive Cardiovascular Interventions as Illustrated by the Blalock- Taussig Shunt and Intra-Arterial Stents

Greek¹

2014

Biol Syst Open Access

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Scientific disciplines normally thought of as outside the sphere of medical science have experienced advances over the past twenty years that currently have profound implications for medical care and medical research. Evolutionary and developmental biology, complexity and chaos science, along with the Human Genome Project and spinoff projects, have dramatically altered our understanding of how the human body functions and what can be expected from research methods like animal modeling. In this article, I summarize these advances and examine one historical medical development, the Blalock-Taussig shunt, in order to ascertain whether historically accepted representations of this development are consistent with current knowledge. I also examine an ongoing technology-intra-arterial stent development-to compare human data to the known animal data and place this comparison in the context of the aforementioned advances.

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How Geoscientists Think and Learn

Cited by 165 publications

References 0 publications

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

It takes a community to raise a hydrologist: the Modular Curriculum for Hydrologic Advancement (MOCHA)

A Discussion of the Role of Complex Evolved Systems in the Development of Invasive Cardiovascular Interventions as Illustrated by the Blalock- Taussig Shunt and Intra-Arterial Stents

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