|2011 GSA Annual Meeting in Minneapolis (9–12 October 2011)|
|Paper No. 265-13|
|Presentation Time: 4:30 PM-4:45 PM|
WHAT DO THEY BRING TO THE TABLE? DETERMINING THE LOGICAL THINKING SKILLS OF STUDENTS BEGINNING AN EARTH SCIENCE GENERAL EDUCATION COURSE
SLATTERY, William, Earth & Environmental Sciences and Teacher Education, Wright State Univ, Dayton, OH 45435, firstname.lastname@example.org, DAVIS, Craig, Earth & Environmental Sciences, Wright State University, Dayton, OH 45435, and TEED, Rebecca, Department of Earth and Environmental Sciences, Wright State University, 260 Brehm Labs, 3640 Colonel Glenn Highway, Dayton, OH 45435|
In order to develop appropriate learning activities and to structure general education laboratory components to be as effective as possible in developing logical thinking skills specific to science and that promote the building of abstract science concepts, we must have a baseline for what logical thinking skills students bring to introductory science courses. To better understand the skill sets students bring to the table, seven hundred and fifty students in a large enrollment (~75-100 students per section) introductory Earth science course completed the Group Assessment of Logical Thinking (GALT) instrument during their first laboratory class period. The GALT is a two-tier multiple-choice assessment that measures their abilities in six categories of logical thinking: conservation, controlling variables, and probabilistic, correlational, proportional, and combinational reasoning.
Students may take general education courses at any point in their academic careers. We found that there was no relationship between the students' GALT scores and the number of college credits completed at the time they were tested. Clearly, these students were not building their scientific logical-thinking skills in other college courses.
The GALT scores indicate that 31% of the students were concrete logical thinkers, 50% were transitional logical thinkers and 19% were abstract (formal) logical thinkers. On average, they scored lowest in proportional and correlational reasoning skills. Specific geoscience activities such as the comparison of maps of different scales and the comparison of the relative motion of different tectonic plates may build proportional reasoning skills. In addition, engaging students in inquiry-based science activities and allowing them to practice building hypotheses, collecting and analyzing data and presenting conclusions should help them build their abilities in correlational reasoning.
2011 GSA Annual Meeting in Minneapolis (9–12 October 2011)
General Information for this Meeting
|Session No. 265|
Geoscience Education IX: The Roles of Learning, Development and Science Literacy in the Earth Sciences
Minneapolis Convention Center: Room 211AB
1:30 PM-5:30 PM, Wednesday, 12 October 2011
Geological Society of America Abstracts with Programs, Vol. 43, No. 5, p. 637
© Copyright 2011 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.