Suggests that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies into the classroom. Describes situations in which a variety of learning strategies were incorporated into large earth science courses for non-majors. Improvements in student achievement, retention, and logical…

Regards Student-Scientist Partnerships (SSPs) as beneficial collaborations for both students and researchers. Introduces the Paleontological Research Institution (PRI), which developed and pilot tested an SSP that involved grade 4-9 students in paleontological research on Devonian marine fossil assemblages. Reports formative data assessment and…

Presents the Collaboration to Advance Teaching Technology and Science (CATIS) Program that supports a variety of partnerships bringing faculty and students at the university level together with K-12 teachers and their students to promote research projects as well as inquiry science and mathematics lessons. Discusses the impact of the program on…

Points out that constructivist approach to science education is recognized as a valuable approach for building deep student understanding of scientific content and inquiry. Introduces a constructivist approach in two teacher training courses in the Spring 2000 semester and assessed their resulting content knowledge with examination-based…

Examines data collected from large enrollment, entry level Geoscience courses over a span of seven semesters and investigates the use of computers as a presentation tool and the incorporation of the Internet as a means to give students increased exposure to course content, increased exam scores, and knowledge of Earth Sciences. Includes 13…

Describes the use of a new pedagogic approach to geology used to create a sequence of investigative activities enabling students to speculate, hypothesize, observe, test, reason, and infer about the characteristics of rocks. The approach is framed by two questions: (1) What are the key characteristics of different rock groups?; and (2) How did the…

Describes a week-long "Mapping Natural Disasters" workshop offered to K-12 teachers to promote inquiry-based teaching approaches. The workshop modeled the integration of hands-on activities, internet-based data, and the use of geographic information systems (GIS) software. (Author/MM)

Transfers the environment of a large enrollment oceanography course by modifying lectures to include cooperative learning via interactive in-class exercises and directed discussion. Results of student surveys, course evaluations, and exam performance demonstrate that learning of the subject under these conditions has improved. (Author/SAH)

Describes an exercise for a lecture class that breaks the monotony of note taking and requires active student thought and participation. Helps students grasp the idea of geologic time as it relates to the erosion of a prominent local landmark, Massanutten Mountain. (Author/SAH)

Describes teaching methods used to teach a visually impaired student in an introductory geology course. Methods include meeting with the student and making arrangements to provide all the handouts and syllabi for the course prior to the class; detailed planning of all lectures, class activities, and laboratory exercises; and a mechanism for…

Describes a method used to teach the concept of geologic time to introductory geology students using an inquiry-based approach. Students work in teams to obtain rock samples that are used to interpret the geologic history of a region. (SAH)

Describes a method used to teach the concept of radiometric dating using mathematical equations. Explores the lack of information in textbooks on how to solve radiometric dating problems using mathematical concepts. (SAH)

Discusses the importance of conveying content material in a course while addressing student learning styles. Directs student study time toward major concepts and encourages them to teach themselves some of the material so that classroom time is largely used to explore more difficult material and applications. Emphasizes instructors focusing on…

Introduces an entry level mineralogy/igneous petrology course designed for undergraduate students and presents a series of learning activities based on individual and cooperative learning. Includes 18 references. (Author/YDS)

Discusses the issues related to students' alternative conceptions, how these conceptions affect student learning, identification of these conceptions, and teaching methods able to transform students' conceptions into scientific understanding. Includes 20 references. (YDS)