TEXTBOOK AND LECTURE TOOLS FOR PROMOTING LEARNING IN PHYSICAL GEOLOGY

Strategies to enhance learning emphasize alternatives to traditional lectures that are difficult to employ in large lecture classes or involve greater instructor preparation, decreasing the likelihood of adoption. We suggest that learning enhancement can be accomplished by changing tools for student learning rather than changing how instructors teach. To test the hypothesis we developed (1) an alternative text chapter for igneous rocks and processes, and (2) a computerized lecture-presentation aid. The alternate text: (1) emphasizes concepts over facts and terminology; (2) uses questions to introduce topics; (3) includes how we know, not just what we know; (4) includes interactive student-use computer-based learning modules. The computer-projected lecture aids: (1) are comprehensive and nonlinear, permitting lectures to take many paths; (2) emphasize dynamic animations over static text and illustrations; (3) prompt input from students during lecture. Effectiveness of our materials was assessed by pre and post testing of two classes. The traditional class used a standard text and lectures utilized blackboard, overhead transparencies, and slides. The alternative class substituted our chapter and experienced our computer-based lecture aids. Pre and post tests contained 8, multiple-choice, multiple-answer questions about fundamental igneous-geology concepts. Interpretation of results are complicated by a statistically superior performance on the pre test by the traditional class. Nonetheless, the alternative class performed at a statistically significant (p=0.0167, Wald-Wolfowitz runs test) higher level on the post test, although median scores are similar. There is a moderate correlation between pre and post test scores in the traditional class but not in the alternative class where students with low pre test scores showed comparatively much greater comprehension on the post test. Attitude surveys reveal that 75% find our text easier to read and 69% state it easier to understand than their regular text; 79% thought the lecture presentations were more effective than traditional methods.