Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses

Bitting, Kelsey S.; Mccartney, Marsha J.; Denning, Kathy R.; Roberts, J. A. Fraser

doi:10.1007/s11165-016-9577-z

Cited by 21 publications

(9 citation statements)

References 45 publications

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“…Other studies have examined undergraduate students' learning about plate tectonics or other closely related geological phenomena, such as the formation of mountains or volcanoes, and the occurrence of geological events such as earthquakes. These studies have predominantly used technologyaugmented instruction (e.g., Geographic Information Systems™ or Google Earth™) to enhance students' learning (e.g., Bitting, McCartney, Denning, & Roberts, 2018;Bodzin, Anastasio, Sharif, & Rutzmoser, 2016).…”

Section: Teaching For Learning About Plate Tectonicsmentioning

confidence: 99%

“…Our second research question is particularly important given that very few instructional interventions listed in the previous section have examined how students' geological knowledge is reconstructed using qualitative research methods (Mills et al, 2016). In other words, existing studies have demonstrated an increase in the sophistication of students' ideas from pretest to posttest (e.g., Bitting et al, 2018;Blake, 2004), but have not determined the instructional mechanisms that account for students'…”

Section: Summary and Research Questionsmentioning

confidence: 99%

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The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics

2018

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There is a need for research-informed instructional approaches that promote school students' deep conceptual understanding of abstract geological concepts. Given that a type of learner-constructed stop-motion animation, 'slowmation', has been shown to offer affordances for learning in science preservice teacher education, we extended its application to middle school and investigated the impact of the construction process on students' learning about plate tectonics. Drawing upon theoretical notions of knowledge reconstruction, this mixed methods case study explored two research questions that concerned the extent to which the slowmation construction process influenced students' conceptual understanding about plate tectonics, and how students' learning was facilitated by the slowmation construction process. The participants were Year 9 students (n=52) who constructed slowmations in small groups to explain the geological processes that occur at tectonic plate boundaries. Data were generated using a twotiered multiple-choice test instrument, the GeoQuiz, which we designed and validated, and audiorecordings of students working together as they researched, planned, and constructed their slowmations. A significant improvement was found in students' GeoQuiz scores, from pretest to posttest, which indicates their conceptual understanding improved over the course of the construction process. Analysis of the qualitative data found that students' ideas increased in sophistication through 'teachable moments', wherein students learnt through dialogic teacherstudent and student-student exchanges. We assert that such exchanges ought to be viewed as an integral part of the slowmation construction process itself. While the study's findings support existing research that suggests representation-based activities are effective for student learning of geological phenomena, they also raise important questions about how to best engage middle school students in the construction of a slowmation.

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Section: Teaching For Learning About Plate Tectonicsmentioning

confidence: 99%

Section: Summary and Research Questionsmentioning

confidence: 99%

The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics

2018

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“…Framework for teaching GIS and improving learning experience Ricker and Thatcher [37] Proposes an applied pedagogical framework for teaching cutting-edge GIS material Bitting et al [7] Examines the impact of a Google Earth-based exploration assignment on conceptual understanding in introductory geoscience courses Baker [4] The growing educative role for webGIS is explored. Pedagogical and technical considerations are discussed Wang et al [43] Gives an overview of current teaching and learning structures with Digital Earth technologies GIS develops students' critical thinking, spatial reasoning, and problem-solving Kim and Bednarz [21] This study investigates the effects of GIS learning on three components of critical spatial thinking Jant et al [19] GIS-based instruction can be used to enhance students' use of spatial reasoning when solving STEMrelevant problems…”

Section: Acquisition Of Geographical Knowledgementioning

confidence: 99%

“…The field of GIS is concerned with the description, explanation, and prediction of patterns and processes on geographical scales. Therefore, GIS is not just a technology but a science and a problem-solving methodology, using knowledge of the geoscientific reality [7].…”

Section: Introductionmentioning

confidence: 99%

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Pérez-delHoyo

Mora

Ciriquián

et al. 2020

Comp Applic In Engineering

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In today's world, new technologies are being used for the teaching‐learning process in the classroom. Their use to support learning can provide significant advantages for the teaching‐learning process and have potential benefits for students, as many of these technologies are a part of the work life of many current professions. The aim of this study is to analyse the use of innovative technologies for engineering and science education after examining the data obtained from students in their learning process and experiences. The study has been focused on computational geographic information systems, which allow access to and management of large volumes of information and data, and on the assessment of this tool as a basis for a suitable methodology to enhance the teaching‐learning process, taking into account the great social impact of big data. The results allow identifying the main advantages, opportunities, and drawbacks of using these technological tools for educational purposes. Finally, a set of initiatives has been proposed to complement the teaching activity and to improve user experience in the educational field.

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“…Students' misconceptions about plate tectonics were also comprehensively studied (Borges, 2002;Dolphin and Benoit, 2016;Francek, 2013;Mills et al, 2017). In a global study about 500 misconceptions on geosciences, Francek (2013) concluded that about 19 % of the misconceptions were related to plate tectonics.…”

Section: Introductionmentioning

confidence: 99%

Using PhET™ interactive simulation plate tectonics for initial teacher education

Cavadas

Aboim

2021

Geosci. Commun.

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Abstract. Using digital educational resources (DERs) in science education is an effective way of promoting students' content knowledge of complex natural processes. This work presents the usage of the digital educational resource CreativeLab_Sci&Math | Plate Tectonics, designed for exploring the PhET™ Plate Tectonics simulator, in the context of the education of pre-service teachers (PSTs) in Portugal. The performance of the PSTs was analysed based on the five tasks into which the DER was organized. Results show that the DER contributed to the successful achievement of the following learning outcomes for PSTs: describing the differences between the oceanic crust and continental crust regarding temperature, density, composition and thickness, associating the plate tectonic movements with their geological consequences, and identifying the plate tectonic movements that cause the formation of some geological structures. Results also show that PSTs considered the PhET™ Plate Tectonics simulator a contributor to their learning about plate tectonics.

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Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses

Cited by 21 publications

References 45 publications

The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics

The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Using PhET™ interactive simulation plate tectonics for initial teacher education

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