1. Bringing Research on Learning to the Geosciences Thanks!
Themes & Directions
Bringing Research on Learning
to the Geosciences
Thanks!

2. Learning Goals Thinking like a geoscientist
Understanding & thinking with visual representations of data
Working with complex models of the Earth system & with multiple sources of evidence
Appreciation of geological time
Ability to use scientific evidence in public policy discussions

3. The Learning Environment
Learning activities
Transformative experiences. Knowledge construction
Student awareness of & commitment to goals
Active use of concepts and skills
Peer interaction
Projects, case studies & extended problem solving
Assessment
Align student assessment with learning goals
Performance-based assessment

4. Community & Professional Development
Provide instructors with resources that they can use
Produce convincing demonstrations and evidence of instructional reform
Need for collaborative research

5. Research Themes & Ideas
Geoscience as a favorable discipline for research on learning
Research on 2-D & 3-D mental imagery & use of visual representation in geoscience
Assessment of conceptual and cognitive skill outcomes
Research/redevelopment of geoscience learning environments. Technology
Expert cognition in geoscience
Student conceptions of geological time
Student epistemological development: as learners, as thinkers

6. suggestions Joe k-12. Epist change. accessibility
David reorg research agenda
Nature of expert cognition: end state
Spatial processing, categorization
Marcia-what is an expert in the geosciences
Becoming an expert: Process of learning & dev
Time, when/how representations
Stages. How prior beliefs interact with instruction
Assessment
Marcia-need a longitudinal perspective (fits w/Joe)
Design of learning environments
Marcia-there’s too much in this curriculum--what to take out
Kim -learning from direct field observation

7. Comments: continued Jill - study of undergraduate research experiences
Joe - Everyday, informal learning relevant to the geosciences. What students bring with us
M. Piburn-student initial conceptions. Julie L. is working on a f-c inventory type assessment
Cathy’s parse of dissemination, prof. devel., and research

8. Random comments This is a loose and baggy field
How to get consensus about what to teach & what the science is