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Resolving the Breadth versus Depth versus Inquiry Dilemma in Introductory College Geology Courses

Resolving the Breadth versus Depth versus Inquiry Dilemma in Introductory College Geology Courses. Julia K. Johnson, Stephen J. Reynolds, James A. Tyburczy, Melanie M. Busch, and Joshua A. Coyan School of Earth and Space Exploration Arizona State University.

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Resolving the Breadth versus Depth versus Inquiry Dilemma in Introductory College Geology Courses

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  1. Resolving the Breadth versus Depth versus Inquiry Dilemma in Introductory College Geology Courses Julia K. Johnson, Stephen J. Reynolds, James A. Tyburczy, Melanie M. Busch, and Joshua A. Coyan School of Earth and Space ExplorationArizona State University

  2. Goals of Intro Geology Courses • Teach main concepts of geology • Understand what they see around them – Relevance of geology to our planet, society, and students’ lives • Critical/scientific thinking • Understand what science (geology) is – Learn to do science • Increase their interest in geology and science • Numeric/observation/communication skills

  3. The Main Dilemmas in Intro Geology Courses • How to expose students to breadth of geology but have them gain in-depth understanding of key topics • How to balance need for content with need to involve students in inquiry • How to validly assess each without burying instructor in grading

  4. Our Approach • Students have personal responsibility for learning from textbook • What-to-Know List provides guidance and covers a breadth of knowledge • Concept-sketch list identifies ~40 key topics/semester that require in-depth understanding of geologic system • Chapter-ending Investigations provide inquiry

  5. Textbook Has Before You Leave Items on Each Two-Page Spread

  6. Before You Leave Items Compiled into What-to-Know List: Handed Out Before We Cover Topics

  7. Inquiry via Chapter-Ending Investigations

  8. Students Build Coherent Understanding with Concept Sketches

  9. Assessment Strategy 1 (2008) • Five exams with mix of multiple-choice (MC) questions and one concept sketch (CS) question • Disadvantage: small number of MC items means not very comprehensive • CS hand graded, but rapidly with holistic rubric (5-10 seconds per CS) • Inquiry via Investigations worksheets

  10. Assessment Strategy 2 (2009) • All multiple-choice questions moved to online quizzes, one per chapter and 20 questions per quiz • More items, so more comprehensive • Exams are two concept-sketch questions (out of list of 10 possible) • Students can focus on key topics for exams • Inquiry via online Investigations and some Investigations done in class

  11. Role of Exam Type on Performance

  12. Role of Exam Type on Performance

  13. Resolves Breadth versus Depth versus Inquiry Dilemma Students told what is important with What-To-Know List, and they can learn from book (enabling other things during lecture) Breadth: online multiple-choice quizzes to cover breadth of material Depth: exams are concept sketches about key topics (require in-depth understanding; easily graded; seconds per question) Inquiry: chapter-ending investigations

  14. Use of Class Time • Use of What-to-Know List liberates instructor from having to cover all the content (students are responsible) • Summarize key content • Teaching students how to observe, interpret, make predictions, and test ideas • Bring in local example and recent events • Interactions with other students

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