HR: 0800h
AN: ED41A-0248    [Abstracts]
TI: The use of Multiple Representations to Enhance Student Mental Model Development of a Complex Earth System in an Introductory Geoscience Course
AU: * Sell, K S
EM: ksell@neo.tamu.edu
AF: Texas A&M University, Department of Geology & Geophysics Ross Street MS 3117, College Station, TX 77840
AU: Heather, M R
EM: hsaggie@neo.tamu.edu
AF: Texas A&M University, Department of Geology & Geophysics Ross Street MS 3117, College Station, TX 77840
AU: Herbert, B E
EM: herbert@geo.tamu.edu
AF: Texas A&M University, Department of Geology & Geophysics Ross Street MS 3117, College Station, TX 77840
AB: Exposing earth system science (ESS) concepts into introductory geoscience courses may present new and unique cognitive learning issues for students including understanding the role of positive and negative feedbacks in system responses to perturbations, spatial heterogeneity, and temporal dynamics, especially when systems exhibit complex behavior. Implicit learning goals of typical introductory undergraduate geoscience courses are more focused on building skill-sets and didactic knowledge in learners than developing a deeper understanding of the dynamics and processes of complex earth systems through authentic inquiry. Didactic teaching coupled with summative assessment of factual knowledge tends to limit student­Ýs understanding of the nature of science, their belief in the relevancy of science to their lives, and encourages memorization and regurgitation; this is especially true among the non-science majors who compose the majority of students in introductory courses within the large university setting. Students organize scientific knowledge and reason about earth systems by manipulating internally constructed mental models. This pilot study focuses on characterizing the impact of inquiry-based learning with multiple representations to foster critical thinking and mental model development about authentic environmental issues of coastal systems in an introductory geoscience course. The research was conducted in nine introductory physical geology laboratory sections (N $\sim$ 150) at Texas A&M University as part of research connected with the Information Technology in Science (ITS) Center. Participants were randomly placed into experimental and control groups. Experimental groups were exposed to multiple representations including both web-based learning materials (i.e. technology-supported visualizations and analysis of multiple datasets) and physical models, whereas control groups were provided with the traditional ­workbook style­" laboratory assignments. Assessment of pre- and post-test results was performed to provide indications of content knowledge and mental model expression improvements between groups. A rubric was used as the assessment instrument to evaluate student products (Cronbach alpha: 0.84 ­V 0.98). Characterization of student performance based on a Student­Ýs t-test indicates that significant differences (p $<$ 0.05) in pre-post achievement occurred primarily within the experimental group; this illustrates that the use of multiple representations had an impact on student learning of ESS concepts, particularly in regard to mental model constructions. Analysis of variance also suggests that student mental model constructions were significantly different (p $<$ 0.10) between test groups. Factor analysis extracted three principle components (eigenvalue $>$ 1) which show similar clustering of variables that influence cognition, indicating that the cognitive processes driving student understanding of geoscience do not vary among student test groups. Categories of cognition include critical thinking skills (percent variance = 22.16%), understanding of the nature of science (percent variance = 25.16%), and ability to interpret results (percent variance = 28.89%). Lower numbers of students completed all of the required assignments of this research than expected (65.3%), restricting the quality of the results and therefore the ability to make more significant interpretations; this was likely due to the non-supportive learning environment in which the research was implemented.
UR: http://teamsite.ad.stat.tamu.edu/miller/
DE: 0810 Post-secondary education
DE: 0820 Curriculum and laboratory design
DE: 0840 Evaluation and assessment
DE: 0845 Instructional tools
DE: 0850 Geoscience education research
SC: Education and Human Resourcese [ED]
MN: 2004 AGU Fall Meeting