GEOLOGIC EXPERTISE AND FIELD MAPPING: LESSONS FROM A 3rd YEAR UNDERGRADUATE FIELD SCHOOL

Studies on the way expert geologists map in the field may produce new pedagogical methods for teaching field geology to undergraduate students. Expert mappers tend to have both (1) a deep understanding of geologic principles, along with a mental library of geologic models, structures, rock types, sequences and the ability to discriminate between such models and (2) superior technical abilities that may include map creation, map reading, orienteering, drafting, sketching, observation skills, compass and hammer usage, and distance estimation. The goal of field practice is for student mappers to develop these skills. This study uses video interviews conducted in the field to examine how expert geologists (3 pairs) behave while mapping unknown terrain and identifies the presence or absence of these behaviors in novice students (18 pairs) in the same area during a two-week, 3^rd year geology field school. Open-ended questions focused on the kinds of observations being made and the variety of mapping strategies employed. Qualitative results from interviews of the two groups show the experienced mappers are (1) more efficient at locating themselves, making field observations, and strategically using their time than student mappers, (2) more likely to make sketches and draw cross-sections to enhance understanding, and (3) more likely to describe geologic models seen elsewhere as a way of understanding the current set of rocks. Students who performed better on mapping exercises were also the students most likely to make predictions about underlying geologic structure and more likely to produce specific yet flexible field strategies based on hypothesized geologic models. GPS tracks of the lowest performing students showed only partial coverage of the field area when compared to higher performing students. These findings suggest that students might benefit from instruction that explicitly requires practice in 3-dimensional thinking and making regular predictions in the field.