USING LEARNING LOGS AS A FORMATIVE ASSESSMENT TOOL IN AN INQUIRY BASED INTRODUCTORY PHYSICAL GEOLOGY LABORATORY COURSE FOR NON-SCIENCE MAJORS

Recently many introductory level geoscience laboratory courses have transitioned from passive learning environments to predominately active learning environments that are designed to promote conceptual understanding and development of critical thinking skills through the implementation of hands-on inquiry based activities. Unfortunately, the hands-on inquiry based nature of the course is not ideal for traditionally evaluating student progress and course effectiveness.

We present a new framework for reflecting, assessing, and improving the educational quality of an inquiry-driven introductory physical geology laboratory taught to non-science majors at the UNC-Chapel Hill. The course is designed to teach undergraduates the basic principles of physical geology via the completion of 12 inquiry-based, hands-on laboratory modules. Each module focused on a central driving question and 3-5 measurable learning goals. Laboratory modules utilized authentic data that required students to work with scientific uncertainty, practice problem-solving skills, and expand their basic geologic knowledge. During each module, students worked individually and in groups, evaluated real-world problems, and formulated hypotheses.

We employed a method of course evaluation involving a combination of formative and summative assessments: Learning Logs. In Learning Logs, students documented the process they employed, recorded data, noted any questions to be clarified, and answered the driving question to the best of their ability. This process allowed students to make connections between prior knowledge and what they learned, and to reflect upon their individual learning process. Delivering descriptive feedback on Learning Logs provided a powerful tool for promoting individualized learning and information necessary to adjust teaching and learning concurrently.

Preliminary results indicated that the students performed better on the final exam when learning logs were a required component of the course. Furthermore, post semester feedback of the learning logs indicated that students left the course with a significant improvement in critical thinking skills, a deeper understanding of the scientific process, and greater confidence in their own understanding of geoscience.