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ERIC Number: EJ904369
Record Type: Journal
Publication Date: 2010-Nov
Pages: 21
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0309-8265
Inquiry in the Physical Geology Classroom: Supporting Students' Conceptual Model Development
Miller, Heather R.; McNeal, Karen S.; Herbert, Bruce E.
Journal of Geography in Higher Education, v34 n4 p595-615 Nov 2010
This study characterizes the impact of an inquiry-based learning (IBL) module versus a traditionally structured laboratory exercise. Laboratory sections were randomized into experimental and control groups. The experimental group was taught using IBL pedagogical techniques and included manipulation of large-scale data-sets, use of multiple representations and a physical model and exposure to ill-constrained problems common to the Texas Gulf Coast. The control groups were taught using traditional laboratory activities. The groups were not significantly different prior to exposure. Pre/post-expressed conceptual models and final written reports indicate that the experimental group had greater increases in their conceptual model development of sand-sediment transport. (Contains 7 figures and 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas