Situated and embodied learning in the field

Hutchins, Edwin; Renner, Nan

doi:10.1130/2012.2486(30)

Cited by 4 publications

(3 citation statements)

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“…Field trip programs are trips in which the instructor takes a class on multi-stop trip, from a few hours to a few days, to see aspects of local geology pertinent to the coursework. This supplementary work helps students not only have embodied experiences but also develop spatial skills for learning geology (Hutchins & Renner, 2012;Mogk & Goodwin, 2012). Some geologists feel that field trips are an essential part of teaching and learning in geology (De-Paor & Whitmeyer, 2009).…”

Section: Geological Field Trip In Geologymentioning

confidence: 99%

Examining Middle School Students’ Gestures on Geological Field Trips

Choi

Choe

Kim

2020

Asia-Pac. Sci. Educ.

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Abstract The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.

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Section: Geological Field Trip In Geologymentioning

confidence: 99%

Examining Middle School Students’ Gestures on Geological Field Trips

Choi

Choe

Kim

2020

Asia-Pac. Sci. Educ.

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“…The second noted limitation is that the VFE is not able to reproduce other actual sensations that students would experience in the fieldfor example, smells, sounds, and the sensation of the body in that particular space (Hurst, 1998). These types of experiences are rarely given much consideration, but recent investigations into the embodied nature of the mind (Clark, 2011;Hutchins & Renner, 2012;Lakoff & Johnson, 1999;Shapiro, 2011) tell us that a great deal of student thinking and learning takes place through modes other than just the visual.…”

Section: The Limitations Of Vfesmentioning

confidence: 99%

“…Short, class-based field excursions also typify geoscience programs, in which the instructor might take a class on a multistop trip, from a few hours to a couple of days, to see aspects of the local geology pertinent to the course work. This supplementary work helps students have embodied and situated experiences (Hutchins & Renner, 2012) and develop visual-spatial skills (Hutchins & Renner, 2012;Kastens & Ishikawa, 2006) important for doing geology. A geophysics class may also incorporate labor field-based activities using a particular instrument (e.g., radar, gravimeter) to measure variations in material properties, and then discuss potential limitations in the measurements that aid interpretations of the data.…”

Section: Introductionmentioning

confidence: 99%

Virtual field experiences in introductory geology: Addressing a capacity problem, but finding a pedagogical one

Dolphin

Dutchak

Karchewski

et al. 2019

Journal of Geoscience Education

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Recent literature has demonstrated the importance of fieldwork in geology. However, as resources become scarce, field experiences are often targeted for cuts. This was the case at the University of Calgary when massive enrollments placed a tremendous burden on resources. In courses throughout, field trips and other excursions were eliminated, making it so students do not have any field experiences until their third year. In response, we have developed three virtual field experiences (VFEs) of geologically relevant locations near Calgary. A burgeoning technology, VFEs offer advantages of convenience and versatility when compared to actual field trips. Our VFEs comprise drone-captured images used to form high-resolution 2-D photomosaics and 3-D computer models. We piloted one VFE in an introductory geology course. We wanted to understand how students engaged with the models so that we could make the VFE as effective as possible. Observing student engagement over two iterations allowed us to make changes to the activity. We found that students had difficulties with the VFE's open endedness. They also demonstrated difficulty with the relationship between observations and inferences. This is indicative of a broader issue with how geology (or science in general) is taught. Traditional instruction in geology places great emphasis on the "what" of geology as opposed to the "how." We contend that teaching geology with more emphasis on how geology works will help students develop a better understanding of the relationship between inference and observation, enhancing their fieldwork and their understanding of science.

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“Look It, This is how You Know:” Family Forest Walks as a Context for Knowledge-Building About the Natural World

Marin

Bang

2018

Cognition and Instruction

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Situated and embodied learning in the field

Cited by 4 publications

References 0 publications

Examining Middle School Students’ Gestures on Geological Field Trips

Examining Middle School Students’ Gestures on Geological Field Trips

Virtual field experiences in introductory geology: Addressing a capacity problem, but finding a pedagogical one

“Look It, This is how You Know:” Family Forest Walks as a Context for Knowledge-Building About the Natural World

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