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Journal of Geoscience Education Volume 63, 2015 - Issue 4
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CURRICULUM AND INSTRUCTION

Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning

April N. Grissom Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, Raleigh, North Carolina 27695, USA
,
C. Douglas Czajka Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, Raleigh, North Carolina 27695, USA
&
David A. McConnell Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, Raleigh, North Carolina 27695, USA
Pages 285-296 | Received 12 Aug 2014, Accepted 26 Aug 2015, Published online: 31 Jan 2018

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Amanda D. Manzanares, Steven W. Anderson & Kevin J. Pugh. (2023) College students’ prior knowledge and alternative conceptions regarding minerals. Journal of Geoscience Education 71:4, pages 492-506.
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Megan Franks Plenge, Bryant L. Hutson & Lauren E. Graniero. (2022) The BeAMS project: Using inquiry and modeling to introduce students to the research process in an introductory geology laboratory. Journal of Geoscience Education 70:3, pages 368-383.
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N. D. LaDue, P. M. McNeal, K. Ryker, K. St. John & K. J. van der Hoeven Kraft. (2022) Using an engagement lens to model active learning in the geosciences. Journal of Geoscience Education 70:2, pages 144-160.
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Penny M. Rowe, Lea Fortmann, Timothy L. Guasco, Aedin Wright, Amy Ryken, Emma Sevier, Grace Stokes, Amanda Mifflin, Rachel Wade, Haiyan Cheng, William Pfalzgraff, Justin Beaudoin, Isha Rajbhandari, Kena Fox-Dobbs & Steven Neshyba. (2021) Integrating polar research into undergraduate curricula using computational guided inquiry. Journal of Geoscience Education 69:2, pages 178-191.
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Karen S. McNeal, Katherine Ryker, Shelley Whitmeyer, Scott Giorgis, Rachel Atkins, Nicole LaDue, Christine Clark, Nick Soltis & Thomas Pingel. (2020) A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox: impacts on undergraduate student learning. Journal of Geography in Higher Education 44:1, pages 85-107.
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Han-Yu Sung, Gwo-Jen Hwang, Po-Han Wu & Dai-Qi Lin. (2018) Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach. Interactive Learning Environments 26:8, pages 1053-1073.
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Jennifer A. Roberts, Alison N. Olcott, Noah M. McLean, Gregory S. Baker & Andreas Möller. (2018) Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses. Journal of Geoscience Education 66:4, pages 304-318.
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Charles Doug Czajka & David McConnell. (2018) An exploratory study examining undergraduate geology students’ conceptions related to geologic time and rates. Journal of Geoscience Education 66:3, pages 231-245.
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David A. McConnell, LeeAnna Chapman, C. Douglas Czajka, Jason P. Jones, Katherine D. Ryker & Jennifer Wiggen. (2017) Instructional Utility and Learning Efficacy of Common Active Learning Strategies. Journal of Geoscience Education 65:4, pages 604-625.
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Katherine D. Ryker & David A. McConnell. (2017) Assessing Inquiry in Physical Geology Laboratory Manuals. Journal of Geoscience Education 65:1, pages 35-47.
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Janelle J. Sikorski & Brandon R. Briggs. (2016) Putting the Deep Biosphere and Gas Hydrates on the Map. Journal of Geoscience Education 64:4, pages 270-278.
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Articles from other publishers (1)

Juhong Christie Liu & Elizabeth Johnson. (2020) Instructional Development of Media-Based Science OER. TechTrends 64:3, pages 439-450.
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