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Journal of Geoscience Education Volume 68, 2020 - Issue 3
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Research

“How did you learn to map?” A model for describing influential learning experiences in geologic mapping

Heather L. PetcovicDepartment of Geological and Environmental Sciences and the Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, Michigan49008; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-1669-6802View further author information
ORCID Icon,
Peggy M. McNealDepartment of Physics, Astronomy, and Geosciences, Towson University, Towson, Maryland21252; ORCID Iconhttp://orcid.org/0000-0002-3461-011XView further author information
ORCID Icon,
Samuel Cornelius NyarkoThe Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, Michigan49008; ORCID Iconhttp://orcid.org/0000-0002-2434-5949View further author information
ORCID Icon &
Megan H. DoorlagDepartment of Geological and Environmental Sciences, Western Michigan University, Kalamazoo, Michigan49008View further author information
Pages 220-236 | Received 20 Aug 2019, Accepted 16 Nov 2019, Published online: 02 Dec 2019

Citations (7)

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Read on this site (3)

Samuel Cornelius Nyarko & Heather L. Petcovic. (2023) Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course. Journal of Geoscience Education 71:2, pages 145-157.
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Erik L. Haroldson. (2022) Improv games in geoscience courses. Journal of Geoscience Education 70:2, pages 195-207.
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Tyler Donaldson, G. A. Fore, Gabriel M. Filippelli & J. L. Hess. (2020) A systematic review of the literature on situated learning in the geosciences: beyond the classroom. International Journal of Science Education 42:5, pages 722-743.
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Articles from other publishers (4)

Ishara Casellas Connors. (2023) RACIAL DIVERSITY IN THE GEOSCIENCES: ENGAGING COMMUNITY CULTURAL WEALTH FOR SUCCESS. Journal of Women and Minorities in Science and Engineering 29:2, pages 1-23.
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Kira A. Treibergs, David Esparza, Jeannie A. Yamazaki, Marc Goebel & Michelle K. Smith. (2022) How do introductory field biology students feel? Journal reflections provide insight into student affect. Ecology and Evolution 12:11.
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Stephanie Shaulskiy, Alison Jolley & Kari O’Connell. (2022) Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging. CBE—Life Sciences Education 21:3.
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Emily Geraghty Ward, Kari Bisbee O’Connell, Alexandra Race, Ahinya Alwin, Ajisha Alwin, Karina Cortijo‐Robles, David Esparza, Alison Jolley, Andrew McDevitt, Manisha Patel, Luanna B. Prevost, Stephanie Shaulskiy, Xoco Anna Shinbrot, Kira Treibergs, Michael Alvaro & William Sea. (2021) Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting. The Bulletin of the Ecological Society of America 102:4.
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