Inquiry in the Physical Geology Classroom: Supporting Students' Conceptual Model Development

Abstract

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.

Keywords:

• authentic science inquiry
• inquiry-based learning
• multiple representations
• conceptual model development
• complex earth systems

Acknowledgements

The authors would like to thank the National Science Foundation for funding this study, Grant ESI-0083336. Further thanks and acknowledgements go to the Department of Geology and Geophysics, Dr Judy Chester, Dr Michael Heaney, their TAs and student participants for their involvement and support in this effort.