ACTIVE LEARNING AND DIRECTED INQUIRY - A FIELD TRIP FOR TEACHERS

Most geoscientists would agree that field experiences are a valuable tool for promoting learning in the geosciences. In the summer of 2000, Western New Mexico University (WNMU) conducted a week-long field trip for teachers with the support of the NM Collaboration of Excellence for Teacher Preparation (CETP) funded by the National Science Foundation. The participants were a diverse group of teachers, with varying background and experience in science, at different grade levels, with limited access to resources. Nearly all of the teachers involved teach in schools with large hispanic populations. Rather than run a traditional ‘point and look’ field trip, we attempted to design an ‘active’ field trip where participants were asked to observe, explore, and make interpretations. The expected outcome was that the teachers would build their understanding of science, develop their science and inquiry skills, and would have activities to use or adapt for their classroom.

The trip emphasized three themes, map reading, linking geology and landscapes, and collecting (rocks, minerals, and fossils). As we toured the state, participants completed a series of activities and responded to questions. Emphasis was placed on observation, interpretation, collaboration, and team work. Participants were also required to keep a journal. Each participant received a CD-ROM of photographs from the trip that include both activities and geologic features. The photographs on the CD-ROM were arranged in files in chronological order and are not captioned.

In their evaluations, trip participants stressed an appreciation of both the general geology of New Mexico and some very specfic skills acquired on the trip. Participants anticipated being able to use activities and materials in their classrooms. One developed a unit for 4-5 graders using the CD-ROM to run a virtual field trip after which students studied and identified the samples he collected on the trip.