TEACHING PHYSICAL GEOLOGY WITH A LEARNING ACTIVITY SEQUENCE MOTIVATES STUDENT INTEREST, LEARNING, AND SUCCESS

To maximize student learning, we designed a learning-activity sequence (LAS) for introductory nonmajors physical geology (enrollments 20-100) that integrates in-class instruction with structured out-of-class learning. The LAS has 3 essential parts: Students read before class to acquire knowledge used during in-class collaborative, active-learning activities that build conceptual understanding. Then, students review notes and synthesize what they’ve learned before moving on to the next topic. Our teaching model combines online and in-class learning and assessment: Reading quizzes before class; active-learning experiences during class; learning assessments after class. Class sessions include short lectures, peer instruction with personal response systems (“clickers”), and small-group problem solving (lecture tutorials).

Effectiveness of the LAS approach is reflected in three types of measurements. In 7 sections of Pun’s class using the LAS approach, more than 90% of students complete the course with a grade of C or higher (compared to a 70% average for all department sections during this same time). Anonymous student surveys show that: 83% of students feel that they learned more in the LAS approach than with traditional instruction; 90% favor active learning in the classroom to only lecture; learning opportunities motivate 85% to attend class to participate in peer instruction and in-class exercises, even if these assignments did not contribute at all to their grade. Learning gains were assessed with the geoscience concept inventory (GCI) of Libarkin and Anderson (2005, J Geo Ed 53(4):395-401). Paired pre- and post-test scores (n=349) in the 7 classes show an improvement from 43.6% to 56.0% (29% gain) compared to the national data set of Libarkin and Anderson showing a change from 43% to 47% (9% gain). The normalized gain ranged from 18% to 36% in different classes, at and above the target goal that McConnell et al. (2008, GSA Abst Prog 41(1):49) propose for introductory geology courses that produce improved conceptual geoscience learning. Normalized gain negatively correlates with class size and positively correlates with online assessments that survey more topics with multiple-choice questions rather than fewer topics with short-answer questions.