Field-Based Geoscience Education During the Covid-19 Pandemic: Planning, Execution, Outcomes and Forecasts: Part Ii

Rotzien, Jonathan; Dynamics, Basin; Sincavage, Ryan; Pellowski, Christopher; Cooper, Scott P.; Shannon, Jeremy M.; Sawyer, John F. A.; Yıldız, Ümit Hakan; Gavillot, Yann; Filkorn, Harry F.; Uzunlar, N.

doi:10.1130/abs/2020am-359659

Geological Society of America Abstracts With Programs

2020

DOI: 10.1130/abs/2020am-359659

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Field-Based Geoscience Education During the Covid-19 Pandemic: Planning, Execution, Outcomes and Forecasts: Part Ii

Jonathan Rotzien¹,

Basin Dynamics²,

Ryan Sincavage³

et al.

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“…Consequently, virtual and remote learning in the geosciences has remained a niche product, and it required the COVID-19 pandemic to explore remote learning opportunities for place-based education at scale and across disciplines. We have seen a dramatic influx of efforts (e.g., numerous NAGT workshops; Earth Educators' Rendezvous, 2020) and papers since 2020 that detail the creative ways a community, deprived of their traditional educational methods, has responded to distancing constraints and travel bans (e.g., Andrews et al, 2020;Bethune, 2020;Madon, 2020;Rotzein et al, 2020Rotzein et al, , 2021Sajjadi et al, 2020;Tibaldi et al, 2020, Whitmeyer andDordevic, 2021).…”

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Virtual strike and dip – advancing inclusive and accessible field geology

et al. 2022

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Abstract. Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task of making it inclusive to all. Although a popular saying among geologists is “the best geologists see the most rocks”, field trips cost money, time, and are only accessible to those who are physically able to stay outside for extended periods. With the availability of 3D block diagrams, an onslaught of virtual learning environments is becoming increasingly viable. Strike and dip is at the core of any field geologist's education and career; learning and practicing these skills is fundamental to making geologic maps and understanding the regional geology of an area. In this paper, we present the Strike and Dip virtual tool (SaD) with the objective of teaching the principles of strike and dip for geologic mapping to introductory geology students. We embedded the SaD tool into an introductory geology course and recruited 147 students to participate in the study. Participants completed two maps using the SaD tool and reported on their experiences through a questionnaire. Students generally perceived the SaD tool positively. Furthermore, some individual differences among students proved to be important contributing factors to their experiences and subjective assessments of learning. When controlling for participants' past experience with similar software, our results indicate that students highly familiar with navigating geographical software perceived the virtual environment of the tool to be significantly more realistic and easier to use compared with those with lower levels of familiarity. Our results are corroborated by a qualitative assessment of participants' feedback to two open-ended questions, highlighting both the overall effectiveness of the SaD tool and the effect of geographical software familiarity on measures of experience and learning.

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Virtual strike and dip – advancing inclusive and accessible field geology

et al. 2022

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Field-Based Geoscience Education During the Covid-19 Pandemic: Planning, Execution, Outcomes and Forecasts: Part Ii

Cited by 1 publication

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Virtual strike and dip – advancing inclusive and accessible field geology

Virtual strike and dip – advancing inclusive and accessible field geology

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