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De Caprariis, Pascal P. – Journal of Geoscience Education, 2002
Makes the case that geologic fieldwork requires more than knowledge of basic skills learned in the standard undergraduate curriculum. Argues that synthesis of the skills into a schema must be done before one can address the kinds of problems that arise when doing field investigations. Argues for the use of descriptive geometry and trigonometry in…
Descriptors: Earth Science, Experiential Learning, Geology, Higher Education

Lillquist, Karl D.; Kinner, Patricia W. – Journal of Geoscience Education, 2002
Reviews copious stream tables and provides a watershed approach to stream table exercises. Results suggest that this approach to learning the concepts of fluvial geomorphology is effective. (Contains 39 references.) (DDR)
Descriptors: College Curriculum, Concept Formation, Earth Science, Educational Strategies

Francek, Mark – Journal of College Science Teaching, 2003
Describes the implementation and assessment of a service learning project involving an earth science fair. Points out that service learning provides a novel learning experience. (DDR)
Descriptors: Earth Science, Higher Education, Learning Strategies, School Community Programs

Hesthammer, Jonny; Fossen, Haakon; Sautter, Michael; Saether, Bjorn; Johansen, Stale Emile – Journal of Geoscience Education, 2002
Reports on the testing of two approaches to enhance learning in geological field trips through the use of technology. One approach used an advanced flight simulator and the other used digital cameras and computers. (Contains 18 references.) (DDR)
Descriptors: Computer Uses in Education, Earth Science, Educational Strategies, Foreign Countries

Young, Charles T. – Journal of Geoscience Education, 2002
Details the use of tabletop models that demonstrate concepts in direct current electrical resistivity, self-potential, and electromagnetic geophysical models. Explains how data profiles of the models are obtained. (DDR)
Descriptors: College Curriculum, Concept Formation, Earth Science, Geology

Greenberg, Jeffrey K. – Journal of Geoscience Education, 2002
Explains how basic mapping skills are taught in a large lab space using various arrangements of books to portray structural information. Reports an increase in student confidence and ability to synthesize data during field work. (DDR)
Descriptors: Cartography, Concept Formation, Earth Science, Field Instruction

Hoz, Ron; Bowman, Dan; Kozminsky, Ely – Instructional Science, 2001
Discussion of prior learning and acquired knowledge focuses on a study at Ben Gurion University (Israel) that examined the occurrence and nature of learning in an earth science course and its relations with prior knowledge from a prerequisite course. Highlights include concept definitions; cognitive mapping; course sequencing; and course design.…
Descriptors: Cognitive Mapping, Concept Formation, Earth Science, Foreign Countries
Fortner, Rosanne W., Ed.; Mayer, Victor J., Ed. – 1998
Learning about the earth as a system was the focus of the 1997 International Conference on Geoscience Education. This proceedings contains details on the organization of the conference as well as five general sessions by various participants. The interactive poster sessions are organized according to three themes: (1) Earth Systems/Science…
Descriptors: Earth Science, Educational Strategies, Elementary Secondary Education, Geology

Barba, Robertta; Rubba, Peter A. – Journal of Research in Science Teaching, 1992
This study compares inservice (n=30) and preservice (n=30) earth and space science teachers on general mental abilities, content knowledge, Gagnean levels of content knowledge, and procedural knowledge in solving earth and space science problems. Results support Norman's theory of learning that inservice teachers function at the tuning mode of…
Descriptors: Astronomy, Cognitive Ability, Earth Science, Educational Research

Stofflett, Rene Therese – Journal of Geological Education, 1994
Investigates the knowledge of elementary school teacher candidates on rock-cycle processes. Three different instructional interventions were used to improve their knowledge: (1) conceptual-change teaching; (2) traditional didactic teaching; and (3) microteaching. The conceptual-change group showed the most growth in understanding, supporting…
Descriptors: Earth Science, Elementary Education, Higher Education, Knowledge Level

Tewksbury, Barbara J. – Journal of Geoscience Education, 1996
Describes how one geology teacher relies on written and oral assignments both as learning tools and as a means to motivate students and assess their work. Frequent written and oral assignments dramatically improve the levels of engagement and learning. Presents some advantages of written and oral assignments and includes examples. (PVD)
Descriptors: Active Learning, Assignments, Critical Thinking, Earth Science