HR: 0800h
AN: ED41A-0249    [Abstracts]
TI: Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course
AU: * Miller, H R
EM: hmiller@geo.tamu.edu
AF: Texas A&M University, Dept. Geology and Geophysics 3115 TAMU, College Station, TX 77843
AU: * Miller, H R
EM: hmiller@geo.tamu.edu
AF: Information Technology in Science (ITS) Center for Teaching and Learning, 3257 TAMU, College Station, TX 77843
AU: Sell, K S
EM: ksell@geo.tamu.edu
AF: Texas A&M University, Dept. Geology and Geophysics 3115 TAMU, College Station, TX 77843
AU: Sell, K S
EM: ksell@geo.tamu.edu
AF: Information Technology in Science (ITS) Center for Teaching and Learning, 3257 TAMU, College Station, TX 77843
AU: Herbert, B E
EM: herbert@geo.tamu.edu
AF: Texas A&M University, Dept. Geology and Geophysics 3115 TAMU, College Station, TX 77843
AU: Herbert, B E
EM: herbert@geo.tamu.edu
AF: Information Technology in Science (ITS) Center for Teaching and Learning, 3257 TAMU, College Station, TX 77843
AB: Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N $\sim$ 140) indicated that the experimental and control groups were not significantly different ($\rho$ $>$ 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes, teaching assistant attitudes, the lack of scaffolded learning, limited pedagogical content knowledge, and departmental oversight, which were all encountered during this study, can have an affect on the students' attitudes and achievements during the course. Data collected showed an overall improvement in content knowledge (38% increase); while performance effort clearly declined as seen through post-mental model expressions (a decline in performance by 24.8%) and percentage of assignments turned in (39% of all students turned in the required final report). A non-supportive learning environment was also seen through student comments on the final survey, "I think that all the TA's and the professor have forgotten that we are an intro class". A non-supportive environment clearly does not encourage critical thinking and completion of work. This pilot study showed that the complex learning environment can play a significant role in student learning. It also illustrates the need for future studies in IBL with supportive learning environments in order for students to achieve academic excellence and develop scientific reasoning and critical thinking skills.
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