Matching Items (2)
Description
Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate students from a traditional laboratory setting to an authentic field environment. Utilizing an artificial outcrop, called the GeoScene, during an introductory college-level non-majors geology course, the transition was studied. The GeoScene was utilized in this study as an intermediary between laboratory and authentic field based experiences, allowing students to apply traditional laboratory learning in an outdoor environment. The GeoScene represented a faux field environment; outside, more complex and tangible than a laboratory, but also simplified geologically and located safely within the confines of an educational setting. This exploratory study employed a mixed-methods action research design. The action research design allowed for systematic inquiry by the teacher/researcher into how the students learned. The mixed-methods approach garnered several types of qualitative and quantitative data to explore phenomena and support conclusions. Several types of data were collected and analyzed, including: visual recordings of the intervention, interviews, analytic memos, student reflections, field practical exams, and a pre/post knowledge and skills survey, to determine whether the intervention affected student comprehension and interpretation of geologic phenomena in an authentic field environment, and if so, how. Students enrolled in two different sections of the same laboratory course, sharing a common lecture, participated in laboratory exercises implementing experiential learning and constructivist pedagogies that focused on learning the basic geological skills necessary for work in a field environment. These laboratory activities were followed by an approximate 15 minute intervention at the GeoScene for a treatment group of students (n=13) to attempt to mitigate potential barriers, such as: self-efficacy, novelty space, and spatial skills, which hinder student performance in an authentic field environment. Comparisons were made to a control group (n=12), who did not participate in GeoScene activities, but completed additional exercises and applications in the laboratory setting. Qualitative data sources suggested that the GeoScene treatment was a positive addition to the laboratory studies and improved the student transition to the field environment by: (1) reducing anxiety and decreasing heightened stimulus associated with the novelty of the authentic field environment, (2) allowing a physical transition between the laboratory and field that shifted concepts learned in the lab to the field environment, and (3) improving critical analysis of geologic phenomena. This was corroborated by the quantitative data that suggested the treatment group may have outperformed the control group in geology content related skills taught in the laboratory, and supported by the GeoScene, while in an authentic field environment (p≤0.01, δ=0.507).
ContributorsWilson, Meredith (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / González, Gustavo (Committee member) / Calderone, Gary (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this case study was to explore the barriers, or constraints, to the integration of field-based environmental education (EE) programs in K-8 public elementary schools in Phoenix, Arizona. Research continues to show that field based EE programs improve student outcomes (Bartosh, Tudor, Ferguson, & Taylor, 2006; Cole, 2007; James and Williams, 2017). Despite the empirical evidence, there appear to be obstacles to integrating field based EE into school curriculum. This study used Hierarchical Leisure Constraints Theory (HLCT) to identify and understand these constraints. There were 22 focus group participants and 13 interviewees from ten different schools and five school districts within the Phoenix area. Looking at the constraints identified by all participants, funding and the availability of transportation play a major role barring the use of field based EE programming. However, when applying HLCT, both of these barriers are structural in nature. This means these are constraints beyond the control of the individual but are negotiable. According to HLCT, you must first understand intrapersonal and interpersonal constraints and the effect they have on overcoming barriers. This study found that perception and prior knowledge emerged as the root of most constraints. In other words, while structural constraints are named as the primary issue in integrating field based EE in public schools, this study concludes from the findings that human nature and human values influence whether teachers and administrators participate in field based programming with their students.
ContributorsCoco, Virginia A (Author) / Andereck, Kathleen (Thesis advisor) / Hultsman, Wendy (Thesis advisor) / Winsor, Brian (Committee member) / Kurz, Alex (Committee member) / Arizona State University (Publisher)
Created2019