2002 Denver Annual Meeting (October 27-30, 2002)

Paper No. 15
Presentation Time: 1:30 PM-5:30 PM


FAMOLARE, Kelly Ann and CICERONE, Robert D., Earth Science and Geography, Bridgewater State College, Conant Science Building, Bridgewater, MA 02325, iqt26@yahoo.com

Using Bloom’s taxonomy and integration of technology, a series of laboratory exercises was created to be used in conjunction with the Geophysics class, which address topics covered in the lecture portion of class. First, instructional objectives were written for each topic covered in the class. Then, using these objectives, labs were created that integrate technology and hands on activities. This technology includes using Microsoft Excel to plot and examine series of data. The labs were structured using Bloom’s taxonomy that refers to the six levels of the cognitive domain, including knowledge, comprehension, application, analysis, synthesis and evaluation. By using Bloom’s taxonomy a student's learning grows from memorizing facts, figures and formulas to thinking critically about and applying concepts learned in class. Each level pertains to a different plane of understanding that a student achieves as they complete a lesson. For example, using the knowledge level objective ensures the student has a knowledge base of facts and concepts at the beginning of the lab. The comprehension level makes certain the students can clarify and understand the material. With the application objectives students can relate the material to real life situations in many fields. At the analysis level objective, the students will build relationships among the data and make connections and assumptions for their own models relating to the data. The synthesis level calls for answering open-ended questions referring to the given situation. Lastly, at the evaluation level the students think critically and make judgments about their and other models. When all of the levels have been addressed, the student’s understanding is whole. The project was first assessed during a test phase in which a panel of students and teachers evaluated and provided constructive feedback about the labs based on content, layout, and effectiveness of the labs. Using this information, the labs were reworked. Then, the labs were compiled in a portfolio and used in the geophysics class. The final assessment has been to use the geophysics students' completed labs, analyze their performance and once again evaluate the effectiveness of the labs and the growth of the students' thinking.