ENGAGING STUDENTS WITH GUIDED DISCOVERY

Providing students with learning experiences that model scientific discovery is difficult, especially in courses that have no laboratory component. To address this problem in a large, introductory geologic hazards course for non-science majors, we introduced a series of learning modules that use ESRI’s ArcView“ GIS to investigate plate tectonics, geologic hazards, and tropical cyclones. The modules are developed around the learning cycle to promote exploring data, identifying patterns and linking those patterns to Earth processes. These activities provide rich learning experiences for students with diverse learning styles by incorporating both quantitative and visual analysis tools. The activities are designed to take full advantage of the visualization and multimedia integration capabilities inherent to GIS, while minimizing the need for the instructor or student to master an individual GIS software package. Over 96% of the students in one course successfully completed these activities as a homework assignment with scores of 84% or better. Evaluation studies show that student knowledge of a topic increased 17% after completing our activities. The exercises take 1.5-2 hours each and are completed as homework, although optional help sessions are available. Initially, students struggled to make observations. They were uncomfortable with their own judgement and the open-ended nature of some questions. With time and experience they became adept at data exploration and ultimately, most students explored their own questions in addition to those in the exercise. Overall, students expressed satisfaction with the assignments and enjoyed the process of exploration and discovery or verification of concepts addressed in the lecture.