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Journal of Geoscience Education Volume 67, 2019 - Issue 2
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Curriculum and Instruction

Immersive, interactive virtual field trips promote science learning

Chris MeadSchool of Earth and Space Exploration, Arizona State University, Tempe, Arizona 85287-1404; Correspondence[email protected]
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Sanlyn BuxnerDepartment of Teaching, Learning, and Sociocultural Studies, University of Arizona, Tucson, AZ 85721; View further author information
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Geoffrey BruceSchool of Earth and Space Exploration, Arizona State University, Tempe, Arizona 85287-1404; View further author information
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Wendy TaylorSchool of Earth and Space Exploration, Arizona State University, Tempe, Arizona 85287-1404; View further author information
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Steven SemkenSchool of Earth and Space Exploration, Arizona State University, Tempe, Arizona 85287-1404; View further author information
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Ariel D. AnbarSchool of Earth and Space Exploration, Arizona State University, Tempe, Arizona 85287-1404; ;Department of Chemistry and Biochemistry, Arizona State University, Tempe, Arizona85287-1404View further author information
Pages 131-142 | Received 07 May 2018, Accepted 02 Jan 2019, Published online: 02 Apr 2019

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Thomas Ruberto, Chris Mead, Ariel D. Anbar & Steven Semken. (2023) Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes. Journal of Geoscience Education 71:4, pages 445-461.
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Avery L.C. Shinneman, Shane Loeffler & Amy E. Myrbo. (2020) Self-guided field trips allow flexibility in undergraduate student introductory field experiences. Journal of Geoscience Education 68:4, pages 371-379.
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Anne E. Egger. (2019) The field as touchstone. Journal of Geoscience Education 67:2, pages 97-99.
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