FIDELITY OF VIRTUAL FIELDWORK: COMPARING REAL AND VIRTUAL FIELDWORK EXPERIENCES

As technology improves, so increases the opportunity to replicate visual and audio experiences in classroom. Ideally teachers and their students can have reasonably open-ended discussions about the origin of Earth system features and phenomena based on some combination of digital photography and videography, digital maps, data, and specimens. Open-ended inquiry within classroom-based replications of field experiences distinguishes virtual “fieldwork” from the more passive and traditional “show-and-tell” approach of virtual “fieldtrips.” In principle outstanding inquiry-based virtual fieldwork will replicate some of the same experiences as visiting the field directly, and will permit observation and analysis that models scientific fieldwork.

In the ReaL (Regional and Local) Earth Inquiry project, we are working with New York State teachers on a variety of approaches to creating virtual fieldwork experiences. In considering the fidelity (accuracy of replication) of research-based geoscience fieldwork, we are characterizing the potential for translation of a range of observations and questions that would be made by an “expert” (experienced field scientist) and the experience a student can receive learning with an Earth science teacher in a quality virtual fieldwork experience (VFE). Through explicit recognition of these differences we can better help teachers to concentrate on factors that maximize the quality of the VFEs they offer their classes. These factors include physical field-to-classroom translation, including 1) spatial scale (observations made over several orders of magnitude), 2) color, texture, and pattern (observations that existing technology may translate poorly), and 3) spatial relationships among observations. They also include expertise-based translation, including 1) pattern recognition and filtering, 2) sequence of observations and inquiry, and 3) techniques and tools for observations.

Estimating and enhancing the fidelity of virtual fieldwork requires an understanding of the development of expert content knowledge in Earth system sciences, plus development of teacher content knowledge and associated pedagogical content knowledge in fostering deeper understanding in students. This work is supported by NSF grant ESI- 0455833.