STUDENT LEARNING AND UNDERSTANDING OF SEQUENCE STRATIGRAPHIC CONCEPTS

We conducted a formal assessment of the impact of student learning on the principles of sequence stratigraphy in advanced undergraduate courses among 27 students at three universities in U.S. with emphasis on students’ cognitive processes such as: 3D visualization, interpretation and systems thinking skills. Qualitative and quantitative research methods allowed identifying several misconceptions held by students regarding the core-concepts of sequence stratigraphy (e.g. eustasy, base level, parasequence and cyclicity). Preliminary findings suggested that students seemed poorly integrate tectonics, climate and time magnitudes in their sequence stratigraphic model, implying an incomplete systems thinking ability. In addition, terminology used when teaching this topic, intimidated students from scaffold their learning. Thus, research addressing student literacy in sedimentology and stratigraphy was relevant because, sequence stratigraphy is a current approach to understand sediment deposition through time and space and it is an active topic of research in the academia and the industry where is used as a predictive tool in the exploration and production of hydrocarbon reservoirs. In sum, this project aims to improve the efficacy of lecture and field training to overcome terminological jargon and complex ideas that may hinder clear understanding of sequence stratigraphy.