Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against…

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a…

Capstone experiences are typically the culmination of an undergraduate program and allow students to integrate their content knowledge with communication and technical skills, many of which are desirable in the job market and graduate school. Learner-centered teaching fits well with a capstone course because it requires students to be more engaged…

Many students view equations as a series of variables and operators into which numbers should be plugged rather than as representative of a physical process. To solve a problem they may simply look for an equation with the correct variables and assume it meets their needs, rather than selecting an equation that represents the appropriate physical…

Calibrated Peer Review™ (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a…

Describes using the evolution-creation controversy to introduce students to the scientific method by having them write a paper that summarizes arguments used by those who took a viewpoint opposite their own. Results indicate that most students learned about the controversy, focused their views on where they stood, and valued the learning…

Assessment provides feedback to teachers so that instruction can be modified. It also provides feedback to students during and after the course. Discusses approaches to assessment in geology courses that relate assessment to instruction. Three student assignments are described: (1) Personal Question Sheets; (2) a report on Personal/Social Issues…

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)