SCAFFOLDING SCIENTIFIC INQUIRY AND REFLECTIVE LEARNING IN FIELD-BASED GEOSCIENCE EDUCATION

This study discusses the design, implementation, and pedagogical value of a scaffolded field-learning model tested with 12 graduate and undergraduate environmental science students during a 10-day geology field course conducted in Puerto Rico in May, 2009. We created the model based on the assertion that applying inquiry-based learning strategies in the field is one of the most effective ways for students of all knowledge levels to reach adequate geoscience conceptual understanding and appreciation for the nature of science. The purpose of the study is to assist geoscience educators in applying the model and expand the discussion of inquiry-based learning at the field. The model consisted of (a) detailed observation and description of field data, (b) a transition to interpretation through open-ended geology questions, (c) student collaboration in group discussions about guiding questions and field data, (d) whole class discussions guided by professors and local experts, and (e) reflections about learning experiences in each site. Qualitative data on students’ performance and model effectiveness were collected from group presentations, field books, content-based quizzes, reports, self-and-peer assessments, and an in-depth reflective paper explaining the meaning and quality of the lived experience and knowledge acquired in the course. The data indicate that students valued the scaffolded model because it provided a structure to develop observation and description skills, differentiate between observations and interpretations, understand the nature of science, and gain geoscience knowledge by connecting previous and newly acquired information in context. The model allowed student collaboration in each site, making cooperative group learning one of its most significant characteristics. The structure and social nature of our learning model encouraged geoscience learning, collaboration, and understanding of the nature of science. Traditional field courses, however, overemphasize content knowledge, discourage student collaboration, and usually have poor pedagogical designs. For these reasons, we propose using scaffolded learning models to enhance learning experiences at the field and adapting the model to address the needs of students in diverse science education settings.