INCORPORATING CONCEPT SKETCHING INTO TEACHING UNDERGRADUATE GEOMORPHOLOGY
We used concept sketches in a variety of applications throughout the semester, replacing more traditional lectures, lab reports, and tests. We used concept sketches as a first-day icebreaker and as an in-class activity, encouraging the students to work in groups. We also used concept sketches numerous times in association with field-based laboratory exercises, thereby allowing the students to transfer their spatially-based field knowledge onto annotated map sketches. For the mid-term and final assessments, we allowed students to work in pairs and create large, integrative, poster-sized concept sketches that synthesized material from the whole semester.
Both student and instructor feedback was positive. Concept sketches provided a way for the students to demonstrate their knowledge spatially, and aided them in synthesizing large amounts of information. The students enjoyed the alternative learning format, and agreed that creating concept sketches forced them to understand the material on a deeper level than a traditional exam. As instructors, we found concept sketches particularly useful for motivating students and for identifying misconceptions and knowledge gaps.