Assessing the Impact of Geoscience Laboratories on Student Learning: Who Benefits from Introductory Labs?

REFERENCES

• Alley M., Schreiber M., Diesel E., Ramsdell K., and Borrego M., 2007, Increased Student Learning and Attendance in Resources Geology through the Combination of Sentence-Headline Slides and Active Learning Measures : Journal of Geoscience Education, v. 55, p. 85–91.
   Google Scholar
• American Geological Institute/National Association of Geoscience Teachers, Busch R. M. , ed., 2006, Laboratory Manual in Physical Geology, 7th ed., Upper Saddle River, New Jersey, Pearson Prentice Hall,
   Google Scholar
• Baird J. R., 1990, Metacognition, purposeful enquiry and conceptual change, in Hegarty-Hazel E. , ed., The student laboratory and the science curriculum, p. 183–200. London: Routledge.
   Google Scholar
• Bates G. R., 1978, The role of the laboratory in secondary school science programs. in Rowe M. B. , ed., What research says to the science teacher, v. 1. Washington, DC: National Science Teachers Association.
   Google Scholar
• Blosser P., 1983, The role of the laboratory in science teaching. School Science and Mathematics, v. 83, p. 165–169.
   Google Scholar
• Bybee R., 2000, Teaching Science as inquiry. in Minstrel J. & Van Zee E. H. ( Eds.), Inquiring Into Inquiry Learning and Teaching in Science, p. 20–46. Washington, DC: American Association for the Advancement of Science (AAAS).
   Google Scholar
• Bye D., Pushkar D., and Conway M., 2007, Motivation, Interest, and Positive Affect In Traditional And Nontraditional Undergraduate Students, Adult Education Quarterly, v. 57 No. 2, p. 141–158.
   Web of Science ®Google Scholar
• Cooper B. C., Shepardson D. P., and Harber J. M., 2002, Assessments as Teaching and Research Tools in an Environmental Problem-Solving Program for In-Service : Journal of Geoscience Education, v. 50, p. 64–71.
   Google Scholar
• Frucot V. G., and Cook G. L., ( 1994). Further Research on the Accuracy of Students’ Self-Reported Grade Point Averages, SAT Scores, and Course Grades. Perceptual and motor Skills, v. 79, p.743–746.
   Web of Science ®Google Scholar
• Gosselin D. C., and Macklem-Hurst J. L., 2002, Pre-/Post-Knowledge Assessment of an Earth Science Course for Elementary/Middle School Education Majors : Journal of Geoscience Education, v. 50, p. 169–175.
   Google Scholar
• Gravetter F. J., and Wallnau L. B., 2007. Statistics for the Behavioral Sciences. Belmont, CA: Thomson Wadsworth.
   Google Scholar
• Greer L., and Heaney P. J., 2004, Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course : Journal of Geoscience Education, v. 52, p. 345–351.
   Google Scholar
• Hall-Wallace M. K., and McAuliffe C. M., 2002, Design, Implementation, and Evaluation of GIS-Based Learning Materials in an Introductory Geoscience Course : Journal of Geoscience Education, v. 50, p. 5–14.
   Google Scholar
• Hoepfl M. C., 1997, Choosing Qualitative Research: A Primer for Technology Education Researchers : Journal of Technology Education, 9, p. 1–14 1 – 14.
   Google Scholar
• Hofstein A., and Lunetta V. N., 2003, The Laboratory in Science Education: Foundations for the Twenty-First Century : Science Education, v. 88, p. 28–54.
   Web of Science ®Google Scholar
• Huntoon J. E., Bluth G. J. S., and Kennedy W. A., 2001, Measuring the Effects of a Research-Based Field Experience on Undergraduates and K-12 Teachers : Journal of Geoscience Education, v. 49, p. 235–248.
   Google Scholar
• Libarkin J. C., and Anderson S. E., 2005, Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory : Journal of Geoscience Education, v. 53, p. 394–401.
   Google Scholar
• McConnell D. A., Steer D. D., and Owens K. D., 2003, Assessment and Active Learning Strategies for Introductory Geology Courses : Journal of Geoscience Education, v. 51, p. 205–216.
   Google Scholar
• The National Research Council, 1996, National Science Education Standards, Washington, DC: National Academy Press.
   Google Scholar
• Owen J. C., Norton S. A., Maasch K., and Wittmann M., 2004, Design, Implementation, and Assessment of an Earth Systems Science Course for Secondary Teachers : Journal of Geoscience Education, v. 52, p. 379–385.
   Google Scholar
• Patterson L. A., and Harbor J., 2005, Using Assessment to Evaluate and Improve Inquiry-Based Geoenvironmental Science Activities: Case Study of a Middle School Watershed E. coli Investigation, Journal of Geoscience Education, v. 53, p. 204–214.
   Google Scholar
• Perkins D., 2004, Scholarship of Teaching and Learning, Assessment, and the Journal of Geoscience Education : Journal of Geoscience Education, v. 52, p. 113–114.
   Google Scholar
• Sibley D. F., Anderson C. W., Heidemann M., Merrill J. E., Parker J. M., and Szymanski D. W., 2007, Box Diagrams to Assess Students’ Systems Thinking about the Rock, Water and Carbon Cycles : Journal of Geoscience Education, v. 55, p. 138–146.
   Google Scholar
• Strange A., 2008, Traditional and Non-Traditional College Students’ Descriptions of the “Ideal” Professor and the “Ideal” Course and Perceived Strengths and Limitations : College Student Journal, v. 42, p. 225–231.
   Google Scholar
• Williams J. W., Warner J. L., and Warner S. P., 2004, Subject-Area Knowledge Measured by Scores on the National Association of State Boards of Geology (ASBOG) Fundamentals Examination and the Implication for Academic Preparation : Journal of Geoscience Education, v. 52, p. 374–378.
   Google Scholar