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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume XI, Number 1 |
September
2005 |
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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume XI, Number 1 |
September
2005 |
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Using Inquiry-Based Group Learning for Geology Recitations
Charles E. Jones, Geology and Planetary Science, is passionate about rocks. In his project, A Revision of Geology Recitations Using Inquiry-Based Group Learning Exercises , Jones will develop innovative, inquiry-based group learning exercises and problem sets for recitation classes in three upper-level geology courses. The goal of this active-learning project is to increase students’ motivation and deep understanding of important geological concepts. Jones explains, “Students will get a hands-on approach to how the earth works and how to use the land.” Furthermore, the teaching assistants will develop skills in inquiry-based, group-learning instructional strategies for their recitation classes. Inquiry-based learning is a problem-solving process of generating open-ended questions and possible answers. In small groups, students will observe, analyze, and discuss such topics as volcanic hazards, coastal erosion, and climate changes. They will practice identifying rocks and minerals using numerous classroom samples and the online Geoimages Archive (www.pitt.edu/~cejones/Geoimages/), which was created with an earlier Innovation in Education grant. The colors, shapes, and patterns in rocks help learners interpret how the earth evolved. In one lesson to be developed for this project, groups of students will be given volcanic rocks, maps, and satellite images related to the volcano. These high resolution images provide the scale and topography missing in earlier classroom drawings. Jones adds, “Reality is more complicated than a drawing. The high quality aerial images provide details for students to think about.” Students will infer the typical eruptive style of their volcano and assess any additional possible hazards. A homework exercise ties in the basic science that explains how magmas are produced and thus why volcanoes occur where they do. Amy Wolfe, graduate student, will assist Jones in creating the comprehensive lessons, including study guides and discussion questions. Using these lesson materials, TAs will lead more consistent, structured recitations based on inquiry-based, collaborative learning. They will focus less on what to teach and more on how to facilitate learning. The project will benefit about 800 geology students per year.
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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