ACTIVE LEARNING AND A POTENTIAL NEW CONTEXT FOR EDUCATION AND RESEARCH ABOUT HYDROTHERMAL SYSTEMS IN YELLOWSTONE

"Geysers, Mud Pots and Hot Springs" has been taught to a general public and educator audience in Yellowstone National Park for many years. This three-day class is held under the sponsorship of the Yellowstone Association Institute. Through time, it has evolved to an entirely field-based course that presents participants with a geologic context in which to interpret hydrothermal features. Throughout the class, fundamental geologic observation and problem-solving skills are emphasized. These skills demonstrate geologic thinking to general public participants, who can see and appreciate the differences being presented, and to educators, who can apply approaches demonstrated in this class when they return to their classrooms. Students have the opportunity to apply their observation skills to different field problems. Two examples of these problems include working out temperature and pH ranges in a small but diverse area of hot springs and a warm creek, and interpreting a hydrothermal explosion crater. But even with its present success, there is room for improvement in this class. Perhaps a new approach to geological education in parks, following creative curricular changes in classrooms, could increase the emphasis on student observation and problem solving. This is often phrased as "learning science by doing science." "Interpretation-driven" and "resource management-driven" concepts may provide fruitful approaches to research projects and educational efforts. Sometimes simple student comments, such as "How old is Old Faithful?" can give both courses and researchers paths for inquiry and action. These concepts could also provide new incentives for Park Service and researcher cooperation.