Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning

Grissom, April N.; Czajka, Charles Douglas; McConnell, David

doi:10.5408/14-050.1

Cited by 16 publications

(3 citation statements)

References 24 publications

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“…1b). The opportunity to co-construct instruction may be structured, as occurs in robust inquiry learning , in which students develop a question, design an experiment, and interpret the results (Grissom et al, 2015; Ryker & McConnell, 2017), or when students are charged with leading a component of field learning based on a particular site (Todd & Goeke, 2012). Another way to support student-guided instruction comes from the Just-in-Time Teaching approach, in which students answer questions online before class and the instructor uses their responses to adapt the instruction (Novak et al, 1999).…”

Section: Active Learning: a Synthetic Viewmentioning

confidence: 99%

The Curious Construct of Active Learning

Lombardi

Shipley

Team³

2021

Psychol Sci Public Interest

183

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The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

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Section: Active Learning: a Synthetic Viewmentioning

confidence: 99%

The Curious Construct of Active Learning

Lombardi

Shipley

Team³

2021

Psychol Sci Public Interest

183

View full text Add to dashboard Cite

show abstract

“…Cohn et al (2014) and Gilbert et al (2012) assess connection to place and task value as measures of emotional engagement. In science education, agentic engagement is similar to robust inquiry learning where students develop the question, design an experiment, and interpret the results (Grissom et al, 2015;. Course grades (i.e., achievement) and performance on learning inventories (e.g.…”

Section: A Model Of Active Learning In the Geosciencesmentioning

confidence: 99%

Using an engagement lens to model active learning in the geosciences

LaDue

McNeal

Ryker

et al. 2021

Journal of Geoscience Education

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“…En el segundo grupo, se pueden destacar los trabajos de carácter investigador de Boyd, Hill, Holmes, y Purnell (1998), Brown (2016), Frank (1984), Gramling y Carr (2004), Grissom, Czajka, & McConnell (2015), James y Cherry (1988), Schulze (2003), Widera-Wysoczañska (1999) o Woodhouse (1992).…”

Section: Línea De Vida Como Herramienta De Narraciónunclassified

Investigación narrativa para contar historias: líneas de vida de estudiantes universitarios con discapacidad

Fernández

2019

RESU

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En este artículo se presentan los resultados parciales de una investigación realizada en una universidad ubicada en el sur de España cuyo propósito principal es analizar los facilitadores y obstaculizadores que los estudiantes con discapacidad identificaban durante su trayectoria universitaria. A partir del método biográfico, se construyen dos historias de vida utilizando diversas técnicas para recoger datos mediante un análisis narrativo, centrándonos en historias de vidas individuales y concretas. Finalmente, se abordarán las conclusiones obtenidas en este trabajo a través de una discusión centrada en las principales barreras y ayudas que estos alumnos han percibido en su experiencia universitaria.

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Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning

Cited by 16 publications

References 24 publications

The Curious Construct of Active Learning

The Curious Construct of Active Learning

Using an engagement lens to model active learning in the geosciences

Investigación narrativa para contar historias: líneas de vida de estudiantes universitarios con discapacidad

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