Strategies and Perceptions of Students' Field Note-Taking Skills: Insights From a Geothermal Field Lesson

Dohaney, Jacqueline; Brogt, Erik; Kennedy, Ben

doi:10.5408/13-026.1

Cited by 13 publications

(8 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Field work is often used to market particular courses or programs of study (Fuller, 2012). Previous research in field education is vast, covering topics such as technology in the field (e.g., De Paor and Feig, 2010), expert-like mapping traits (e.g., Petcovic et al, 2009;Riggs et al, 2009;Dohaney et al, 2015), building multidisciplinary and interdisciplinary connections (e.g., Barrett et al, 2004;Anderson and Miskimins, 2006), and access and inclusion (e.g., Atchison and Feig, 2011;Gilley et al, 2015). Much like the vast pool of research on field education, pedagogical approaches to field trips vary widely.…”

Section: Research Context Field Education: Benefits and Stylesmentioning

confidence: 99%

“…Students were more reliant on instructors for direction both in physical location and in their own observations and interpretations through Socratic discussions at each field site (Dohaney et al, 2015). Field observations indicated that the students demonstrated less confidence and ownership of their data and work, and this is reinforced by interviewees' worries about their own lack of background knowledge.…”

Section: How Does Sense Of Place Relate To Perceptions Of Learning Onmentioning

confidence: 99%

See 1 more Smart Citation

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

et al. 2018

Self Cite

View full text Add to dashboard Cite

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

show abstract

Section: Research Context Field Education: Benefits and Stylesmentioning

confidence: 99%

Section: How Does Sense Of Place Relate To Perceptions Of Learning Onmentioning

confidence: 99%

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

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…The use of phenomenographic inquiry in geoscience education was first described as a legitimate research tool by Libarkin, Beilfuss, and Kurdziel in 2003. Since then, several publications have used this method to explore a variety of research questions (Houlton, 2010;Stokes, 2011;Feig, 2013;Dohaney et al, 2015). In 2010, Houlton used the phenomenographic method to investigate the reasons why post-secondary students selected the geosciences as their major.…”

Section: Methodological Approachmentioning

confidence: 99%

“…Not only did this work highlight the benefit of using phenomenography in geoscience education research, but the findings also identified the distinct ways in which students and faculty conceptualize the geosciences. More recently, studies have used phenomenography as a way to influence the framework of a study (Feig, 2013;Dohaney et al, 2015), although those studies lack typical phenomenographic components such as categories of description and outcome space. The researcher for the current study argues that although he is not directly looking into how individuals conceptualize meaning, the phenomenographic approach is an adequate research method to identify commonalities and differences in pedagogic practices for field access.…”

Section: Methodological Approachmentioning

confidence: 99%

Understanding Field-Based Accessibility From the Perspective of Geoscience Departments

Carabajal

2017

Geological Society of America Abstracts With Programs

View full text Add to dashboard Cite

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.

show abstract

“…Three pre-trip "orientation" sessions challenged students to develop their observation and reflection skills, by exercising tools to support their nascent cultural understanding, and bring forward that awareness to inform their future engineering solutions. This preparation included becoming familiar with the use of cultural self-awareness [23] to identify and explore cultural differences, mindfulness activities as a means to bring forth situational clarity, and manage times of stress [24], and incorporation of a structured approach to harvest reflections around critical incidents for data collection. Exposure to these practices was established to form a foundation of common field practices, as well as a language to draw upon while abroad.…”

Section: Student Preparationmentioning

confidence: 99%

Field Investigations: An Overlooked Form of Laboratory Experience

Radcliffe¹,

Pilotte²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Dr. Radcliffe's research focuses on the nature of engineering; engineering habits of mind, how engineering knowledge is created and shared and how it is learned especially outside the classroom. Over the past 30 years, he has conducted field research on the practice of engineering design, new product development and innovation in variety of industries, in large and small firms with an emphasis on design thinking, most recently in relation to sustainability. He also studies engineering education as a complex system, and the design and evaluation of next generation learning environments. This research is intrinsically multidisciplinary and draws on methodologies from the humanities, social and behavioral sciences and involves collaboration with anthropologists, learning scientists, librarians, designers, and architects.

show abstract

Strategies and Perceptions of Students' Field Note-Taking Skills: Insights From a Geothermal Field Lesson

Cited by 13 publications

References 41 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

Understanding Field-Based Accessibility From the Perspective of Geoscience Departments

Field Investigations: An Overlooked Form of Laboratory Experience

Contact Info

Product

Resources

About