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Author: Alison N. Olcott
Publisher: Cambridge University Press
ISBN: 1108603815
Category : Science
Languages : en
Pages : 55
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Book Description
The educational benefits of replacing in-class lectures with hands-on activities are clear. Such active learning is a natural fit for paleontology, which can provide opportunities for examining fossils, analyzing data and writing. Additionally, there are a number of topics in the field that are exciting to geology majors and non-majors alike: very few can resist the lure of dinosaurs, huge meteor impacts, vicious Cretaceous sharks or a giant Pleistocene land mammal. However, it can seem difficult to introduce these techniques into a large general education class full of non-majors: paleontological specimens provide a natural starting point for hands-on classroom activities, but in a large class it is not always practical or possible to provide enough fossil material for all students. The Element introduces different types of active learning approaches, and then explains how they have been applied to a large introductory paleontology class for non-majors.
Author: Alison N. Olcott
Publisher: Cambridge University Press
ISBN: 1108603815
Category : Science
Languages : en
Pages : 55
Get Book Here
Book Description
The educational benefits of replacing in-class lectures with hands-on activities are clear. Such active learning is a natural fit for paleontology, which can provide opportunities for examining fossils, analyzing data and writing. Additionally, there are a number of topics in the field that are exciting to geology majors and non-majors alike: very few can resist the lure of dinosaurs, huge meteor impacts, vicious Cretaceous sharks or a giant Pleistocene land mammal. However, it can seem difficult to introduce these techniques into a large general education class full of non-majors: paleontological specimens provide a natural starting point for hands-on classroom activities, but in a large class it is not always practical or possible to provide enough fossil material for all students. The Element introduces different types of active learning approaches, and then explains how they have been applied to a large introductory paleontology class for non-majors.
Author: Darrin Pagnac
Publisher: Cambridge University Press
ISBN: 1108607772
Category : Science
Languages : en
Pages : 43
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Book Description
University dinosaur courses provide an influential venue for developing aptitude beyond knowledge of terrestrial Mesozoic reptiles. Passion for dinosaurs, when properly directed, can trigger interest in science and be used to develop critical thinking skills. Examination of dinosaur paleontology can develop competence in information analysis, perception of flawed arguments, recognition of persuasion techniques, and application of disciplined thought processes. Three methods for developing critical thought are outlined in this Element. The first uses dinosaur paleontology to illustrate logical fallacies and flawed arguments. The second is a method for evaluating primary dinosaur literature by students of any major. The final example entails critique of dinosaur documentaries based on the appearance of dinosaurs and the disconnect between scientific fact and storytelling techniques. Students are owed more than dinosaur facts; lecturers should foster a set of skills that equips students with the tools necessary to be perceptive citizens and science advocates.
Author: Phoebe A. Cohen
Publisher: Cambridge University Press
ISBN: 110859963X
Category : Science
Languages : en
Pages : 45
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Book Description
New online resources are opening doors for education and outreach in the Earth sciences. One of the most innovative online earth science portals is Macrostrat and its mobile client Rockd - an interface that combines geolocated geological maps with stratigraphic information, lithological data, and crowd-sourced images and descriptions of outcrops. These tools provide a unique educational opportunity for students to interact with primary geological data, create connections between local outcrops and global patterns, and make new field observations. Rockd incorporates an aspect of social media to its platform, which creates a sense of community for users. This Element outlines these resources, gives instructions on how to use them, and provides examples of how to integrate these resources into a variety of paleontology and earth science courses.
Author: Matthew E. Clapham
Publisher: Cambridge University Press
ISBN: 1316997138
Category : Science
Languages : en
Pages : 42
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Book Description
Lecturing has been a staple of university pedagogy, but a shift is ongoing because of evidence that active engagement with content helps strengthen learning and build more advanced skills. The flipped classroom, which delivers content to students outside of the class meeting, is one approach to maximize time for active learning. The fundamental benefit of a flipped class is that students learn more, but ensuring student preparation and engagement can be challenging. Evaluation policies can provide incentives to guide student effort. Flipping a class requires an initial time commitment, but the workload associated with evaluating student work during the course can be mitigated. The personal interactions from active learning are extremely rewarding for students and instructors, especially when class sizes are small and suitable room layouts are available. Overall, flipping a course doesn't require special training, just a willingness to experiment, reflect, and adjust.
Author: Margaret M. Yacobucci
Publisher: Cambridge University Press
ISBN: 1108640826
Category : Science
Languages : en
Pages : 116
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Book Description
People hold a variety of prior conceptions that impact their learning. Prior conceptions that include erroneous or incomplete understandings represent a significant barrier to durable learning, as they are often difficult to change. While researchers have documented students' prior conceptions in many areas of geoscience, little is known about prior conceptions involving paleontology. In this Element, data on student prior conceptions from two introductory undergraduate paleontology courses are presented. In addition to more general misunderstandings about the nature of science, many students hold incorrect ideas about methods of historical geology, Earth history, ancient life, and evolution. Of special note are student perceptions of the limits of paleontology as scientific inquiry. By intentionally eliciting students' prior conceptions and implementing the pedagogical strategies described in other Elements in this series, lecturers can shape instruction to challenge this negative view of paleontology and improve student learning.
Author: Khine, Myint Swe
Publisher: IGI Global
ISBN: 1466628103
Category : Education
Languages : en
Pages : 383
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Book Description
Approaches and Strategies in Next Generation Science Learning examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers and administrators interested in enhancing the teaching and learning of next generation science.
Author: Information Resources Management Association
Publisher: IGI Global
ISBN: 1466673648
Category : Science
Languages : en
Pages : 1629
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Book Description
"This reference brings together an impressive array of research on the development of Science, Technology, Engineering, and Mathematics curricula at all educational levels"--Provided by publisher.
Author: David W. Goldsmith
Publisher: Cambridge University Press
ISBN: 1108637418
Category : Science
Languages : en
Pages : 42
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Book Description
Hands-on learning in paleontology, and geology in general, is fairly common practice. Students regularly use rocks, fossils, and data in the classroom throughout their undergraduate career, but they typically do it sitting in a chair in a lab. Kinesthetic learning is a teaching model that requires students to be physically active while learning. Students may be involved in a physical activity during class or might be using their own bodies to model some important concept. This Element briefly discusses the theory behind kinesthetic learning and how it fits into a student-centered, active-learning classroom. It then describes in detail methods for incorporating it into student exercises on biostratigraphy, assessment of sampling completeness, and modeling evolutionary processes. Assessment data demonstrates that these exercises have led to significantly improved student learning outcomes tied to these concepts.
Author: Steven Holland
Publisher: Cambridge University Press
ISBN: 1108898580
Category : Science
Languages : en
Pages : 141
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Book Description
The principles of stratigraphic paleobiology can be readily applied to the nonmarine fossil record. Consistent spatial and temporal patterns of accommodation and sedimentation in sedimentary basins are an important control on stratigraphic architecture. Temperature and precipitation covary with elevation, causing significant variation in community composition, and changes in base level cause elevation to undergo predictable changes. These principles lead to eight sets of hypotheses about the nonmarine fossil record. Three relate to long-term and cyclical patterns in the preservation of major fossil groups and their taphonomy, as well as the occurrence of fossil concentrations. The remaining hypotheses relate to the widespread occurrence of elevation-correlated gradients in community composition, long-term and cyclical trends in these communities, and the stratigraphic position of abrupt changes in community composition. Testing of these hypotheses makes the stratigraphic paleobiology of nonmarine systems a promising area of investigation.
Author: Robyn Mieko Dahl
Publisher: Cambridge University Press
ISBN: 1108620671
Category : Science
Languages : en
Pages : 55
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Book Description
Research on learning and cognition in geoscience education research and other discipline-based education communities suggests that effective instruction should include three key components: a) activation of students' prior knowledge on the subject, b) an active learning pedagogy that allows students to address any existing misconceptions and then build a new understanding of the concept, and c) metacognitive reflections that require students to evaluate their own learning processes during the lesson. This Element provides an overview of the research on student-centered pedagogy in introductory geoscience and paleontology courses and gives examples of these instructional approaches. Student-centered learning shifts the power and attention in a classroom from the instructor to the students. In a student-centered classroom, students are in control of their learning experience and the instructor functions primarily as a guide. Student-centered classrooms trade traditional lecture for conceptually-oriented tasks, collaborative learning activities, new technology, inquiry-based learning, and metacognitive reflection.
