Chapter 26: A Model for Reform in Teaching Geological Laboratory Science

One approach to reform teaching in geological laboratory sciences is to align the course with the National Science Education Standards and use an authentic problem-based field study to assist undergraduates in developing scientific process skills and an understanding of scientific inquiry. Working in formal cooperative teams, undergraduates enrolled in a geology laboratory were immersed in field research—a central focus of the course. Undergraduates spent two days in the field generating questions, hypothesizing, and collecting data. Following the fieldwork, six laboratory sessions were used to analyze and interpret their findings to construct local “geological history.” Research findings for this case study focused on the undergraduates’ perspectives of the modified geology laboratory course. Qualitative results emerging from undergraduate student interviews, field observations, undergraduate student journals, and the geologist’s journal suggest that (a) authentic field experiences provided opportunities for students to explore their notion of science and make connections by experiencing scientific work; (b) cooperative learning teams fostered discussion, exchange of ideas, and positive student interactions; (c) the field experiences were viewed as motivational and useful, and they enhanced students’ questioning and curiosity; and (d) undergraduate students reveal a favorable disposition toward pedagogical techniques and strategies used in the modified geology course and make connections between the strategies and applications for teaching children.