Incorporating Concept Sketching into Teaching Undergraduate Geomorphology

Autor/inn/en	Reusser, Lucas J.; Corbett, Lee B.; Bierman, Paul R.
Titel	Incorporating Concept Sketching into Teaching Undergraduate Geomorphology
Quelle	In: Journal of Geoscience Education, 60 (2012) 1, S.3-9 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	Science Instruction; College Science; Undergraduate Students; Earth Science; Freehand Drawing; Teaching Methods; Spatial Ability; Scientific Concepts; Concept Formation; Photography; Student Attitudes; Assignments; Satellites (Aerospace); Geographic Information Systems; Educational Technology; Technology Uses in Education; Vermont + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Räumliches Vorstellungsvermögen; Concept learning; Begriffsbildung; Fotografie; Schülerverhalten; Assignment; Auftrag; Zuweisung; Satellit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Constructing concept sketches (diagrams annotated with short captions in which students demonstrate their understanding of form, process, and interactions) provides a new and different way to teach Earth surface processes and assess the depth of student learning. During a semester-long course in Geomorphology, we used concept sketches as an icebreaker, as a means to help students place field observations in a spatial context, and as a catalyst for understanding complex graphical presentations of data. For the mid-term and final assessment components of the course, we required students to consider a historic aerial photograph of a local site they had not visited previously in order to strengthen their abilities in landscape interpretation based upon imagery alone; a task many of them will be required to undertake in their future endeavors. Anecdotal student response to the use of concept sketches in Geomorphology was uniformly positive with students self-reporting that the sketches helped them to synthesize large amounts of seemingly disparate information. As instructors, we found concept sketches particularly useful for motivating students and for identifying misconceptions and knowledge gaps. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01