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A Review of the Inquiry and Utility of Mineral and Rock Labs for Use in Introductory Geology Courses
Meryssa Piper; Jessica Frankle; Sophia Owens; Blake Stubbins; Lancen Tully; Katherine Ryker – Journal of Geoscience Education, 2025
Rock and mineral labs are fundamental in traditional introductory geology courses. Successful implementation of these lab activities provides students opportunities to apply content knowledge. Inquiry-based instruction may be one way to increase student success. Prior examination of published STEM labs indicates that geology labs, particularly…
Descriptors: Geology, Introductory Courses, Laboratory Experiments, Inquiry
Alex K. Manda – Journal of Geoscience Education, 2025
This study explores the relationship between the self-confidence and content knowledge of undergraduate students in a large enrollment geoscience course following an active-learning think-pair-share (TPS) activity, and whether high confidence necessarily leads to overconfidence. We used a pre-experimental, one group pre-test -- post-test design,…
Descriptors: Undergraduate Students, Active Learning, Cooperative Learning, Large Group Instruction
Penny M. Rowe; James Bernhard; Jacob Price; Anoushka Adhav; Danielle Dolan; Anna Van Boven; Lea Fortmann; Michael Town; Steven Neshyba – Journal of Geoscience Education, 2025
Climate change is a major concern to undergraduate students. Understanding climate change relies on an understanding of polar regions. However, courses on polar regions are rare at undergraduate institutions. Polar ENgagement through GUided INquiry (PENGUIN) modules were designed to give students experience with polar research in a variety of…
Descriptors: Statistics Education, Inquiry, Active Learning, Undergraduate Students
Shannon Hogan; Juanita Urban-Rich – Journal of Geoscience Education, 2025
The goal of this research was to test the effectiveness of a new science curriculum focused on increasing awareness and knowledge of microplastic pollution in middle school students. The curriculum utilized three teaching methods including lectures, object-mediated learning, and peer collaboration to enhance student engagement and learning. The 84…
Descriptors: Middle School Students, Plastics, Pollution, Science Education
T. Meixner; B. Ciancarelli; E. P. Farrell; D. Silva García; T. Josek; M. M. Kelly; P. Meister; D. Soule; R. Darner – Journal of Geoscience Education, 2024
Learning in asynchronous online environments has gained importance over the last several decades, and educational environment shifts from the COVID-19 pandemic appear to have increased this need. Science educators and students need information about which approaches work in the asynchronous environment where informal feedback tends to be reduced,…
Descriptors: Learner Engagement, Climate, Asynchronous Communication, Science Education
Sandra McLaren; Eleanor C. R. Green; Marion Anderson; Melanie Finch – Journal of Geoscience Education, 2024
In the Australian state of Victoria, the city of Melbourne endured the world's longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology,…
Descriptors: Active Learning, Peer Teaching, Geology, Teaching Methods