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Using Metacurriculum to Enhance Student Understanding of the Nature of Science

Investigating how students define Nature of Science (NOS) and Nature of Geoscience using action research methods in GLG 110. Research design includes pre and post NOS assessments, metacognitive prompts, and interviews. Explore challenges and future directions for informed practices in geology education.

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Using Metacurriculum to Enhance Student Understanding of the Nature of Science

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  1. Using Metacurriculum to Enhance Student Understanding of the Nature of Science Kaatje Kraft Mesa, AZ

  2. Action Research Methods • How do students define Nature of Science (NOS) and Nature of Geoscience? • GLG 110 (Geologic Disasters & the Environment Class: n = 21, fall; n = 17, spring) • Research Design: • Pre & Post NOS paragraphs, scored by rubric • Situated metacognitive prompts throughout spring semester • Semi-structured interviews (n = 11, fall; n = 3, spring)

  3. Cobern & Loving (1998) The Card Exchange: Introducing the Philosophy of Science. In W. F. McComas (Ed.), The Nature of Science in Science Education: Rationales and Strategies (pp. 73-82). Netherlands: Kluwer

  4. Sample student notebook reflection & responses

  5. “Defining what scientific theory is was especially hard for me to understand because I had been taught that it was a series of organized steps, so it is hard to break away from that idea.”

  6. “By observing where certain earthquakes hit, scientists can make educational guess [sic] on how to prepare for future earthquakes.”

  7. “Communication is key in the scientific community. It is important for scientists to discuss and debate their findings with others so that they can come up with valid explanations. There must be communication in order to gain any understanding of what is being researched.” “For me, group collaboration is the best way to gain an understanding. Comparing my answers to another groups allows me to see faults in my own material and in theirs.”

  8. *Ann’s views I think that…doing maybe chemistry, or something other than geology. I think it’s more, it takes more time to gather all of the information together is probably what I’m saying. Chemistry, you have to go through the process of like, well, no, because Chemistry is prediction, hypothesis, but I think, I think that, maybe it does go about in the same way. I think it does go about it in the same way, I just think that chemistry or something else will take a little bit longer. Well, no, that doesn’t make any sense, because everything is going to take time…I think it’s the same * Name changed for confidentiality process

  9. Future Directions & Challenges • Informed practices: • Make more explicit links between the expertise development and the metacognitive processing and develop ways to measure • Challenges & New Directions • What are understandings of geology as a science when begin class? • Do these ideas help them when confronted with geoscience issues in general media exposure? • How can one teach the self-regulatory strategies so that it will transfer to future classes?

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