GEOAppS: Interactive Numerical Models of Geomorphic Processes and Application in a Post-Secondary Coastal Processes Course

Autor/inn/en	Johnson, Hailey A.; Adams, Peter N.; Antonenko, Pavlo D.
Titel	GEOAppS: Interactive Numerical Models of Geomorphic Processes and Application in a Post-Secondary Coastal Processes Course
Quelle	In: Journal of Geoscience Education, 70 (2022) 1, S.25-39 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.1890527
Schlagwörter	Computer Software; Physics; Science Instruction; Mathematics Instruction; Barriers; Earth Science; Undergraduate Students; Comparative Analysis; Intervention; Prerequisites; Teaching Methods; Visual Aids; Outcomes of Education; Science Tests; Scores; Student Attitudes; Instructional Effectiveness; Geology; Marine Education; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Earth sciences; Geowissenschaften; Voraussetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Lernleistung; Schulerfolg; Schülerverhalten; Unterrichtserfolg; Historische Geologie; Computer based training; Computerunterstützter Unterricht
Abstract	The vast extent to which quantitative prerequisites vary among post-secondary geoscience programs often presents a challenge for educators and students alike in courses for which math and physics are foundational. This study discusses the design of GEOAppS, a suite of educational numerical models, and its application toward lowering the barrier-to-entry for quantitative concepts in an upper-level post-secondary coastal processes course. GEOAppS is a software package, built in MATLAB®, that provides animated visualizations of course concepts through a graphical user interface. Nineteen students enrolled in the course participated in this study, which used a within-subjects experimental design, in which students alternated between experimental and control treatments, to evaluate the efficacy of GEOAppS at facilitating student understanding of quantitative concepts. GEOAppS was used as the experimental instructional intervention, while complementary, static visualizations (paper handouts) composed the control treatment. For each instructional treatment, students' learning outcomes were evaluated by: (a) a written exercise completed concurrently to the treatment, and (b) a course quiz administered the following week. Results indicate that students' performance on the written exercises was higher when using GEOAppS than with static visualizations; however, no significant difference between the two treatments was present in the delayed testing quiz scores. Additionally, the data suggest the existence of aptitude-treatment interaction, in which lower-performing students benefited more from GEOAppS than high-expertise students. An end of study survey of student perceptions showed that most students perceived greater learning from GEOAppS and preferred using the models to the static visuals. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01