ACTIVELY ENGAGING STUDENTS IN CONCEPTUAL LEARNING: IMPLEMENTING “CONCEPT CHALLENGE” HOMEWORK IN LARGE INTRODUCTORY PHYSICAL GEOLOGY COURSES

Limited by time constraints in introductory geology courses, instructors cannot adequately address all of the diverse topics in the geosciences. As a result, topics can appear disconnected and fundamental concepts seem abstract, thus leaving students with a shallow understanding of geology. In response to these issues, “Concept Challenges” were developed to stimulate students and help them develop a deeper understanding of the material. “Concept Challenges”: 1) actively engage students with fundamental concepts in geology, 2) address common learning difficulties, 3) link large scale processes with smaller scale observations, and 4) make connections between different topics in the course.

The implementation and results of two challenges will be presented here. “Minerals, Rocks, Oceans, and Continents” addresses density and relates mineral and chemical composition of rocks with properties of oceanic and continental crust. “The Rock Cycle” addresses misconceptions by illustrating that there is no one preferential pathway in the cycle, and that large-scale geologic processes determine the properties of the rocks produced. Students confront misconceptions by exploring and representing concepts in various ways (calculations, diagrams, role playing, etc.) and by working with others in help sessions moderated by undergraduate geology majors. To assess learning, students completed a pre- and post-course geological concept inventory and were asked to identify which elements of the course assisted their learning. 15 students were interviewed about their experiences in the classroom.

“Challenged” sections had higher normalized learning gains compared to the sections that did not use challenges (0.41 vs. 0.17). On surveys, 38% of students reported improved conceptual understanding as a result of the challenges, compared to 15% of students that completed traditional assignments. Students judged the challenges as valuable when they focused on key content and were well-coordinated with other course elements. Students reported that their conceptual understanding improved when they interacted with concepts in multiple instructional settings. Our results suggest the “Concept Challenges” benefited students intellectually and can play a crucial role in improving understanding of geologic concepts.