BRIDGING BETWEEN LABORATORY AND FIELD ENVIRONMENTS USING THE GEOWALL

Translating content knowledge from the laboratory setting to the field is a challenge, but is essentially the goal of most geology coursework. In an effort to address this challenge, a set of rocks arranged in geologically complex relationships, called the GeoWall, was utilized to elevate concepts from lower to higher order critical thinking skills. The GeoWall places laboratory concepts in context in a more complex physical environment than seen in lab, reduces novelty space for students, and elevates critical thinking without representing a significantly increased time commitment.

In a pilot study conducted during Fall 2009, students enrolled in an introductory community college geology laboratory were divided into control and treatment groups through random assignment. The treatment groups applied laboratory concepts to the GeoWall. Students from the treatment groups performed significantly better, t=9.45, p<.05, than those students in the control on a field trip following the intervention. The effect size was d=1.76. There was a very strong correlation between student outcomes and interaction with the GeoWall, and this has implications for improvement in field related coursework.