FINDING THEIR INNER GEOLOGIST: REDESIGNING INTRODUCTORY LABS AND EVALUATING THE IMPACT ON STUDENT RESPONSES

GEOL 1122 is the second semester of an introductory geology course sequence that students can choose to fulfill their consecutive science elective requirements at Georgia State University. Most students are non-majors with course enrollments averaging 400 students a year. Core content is focused primarily on external processes in sedimentary environments and how Earth history is reconstructed.

Four of the labs that accompany the course were recently redesigned to increase opportunities for active student engagement and communication among peers during the lab period with goals including improved conceptual understanding, enjoyment, and interest in geology in part though place-based learning in the context of Georgia. Stations with specimens encouraged exploratory investigation and hands-on learning, activities required students to exchange ideas with group members in order to arrive at conclusions, open-ended lab questions promoted participation and comprehension, and the added emphasis on resources in Georgia increased the interest of the students via learning about their own surroundings. Effectiveness of the approach was evaluated using pre- and post- surveys that examined the impact on students’ learning and motivation.

Fifty-eight students across five different lab sections participated in the pre- and post- surveys. The results with incomplete responses or lacking identification were omitted. Thirty-eight questions were asked with the intent to measure student attitudes toward geology and science in general, gain insight on previous experiences in science courses, and calculate strength and weaknesses pertaining to various geological concepts.

Analysis of student responses indicates that the modified approach yielded a positive change in student learning and attitudes toward geology. The greatest gains are found in questions that pertain to knowledge and understanding of key concepts, student consideration of enrolling in additional geology courses, appreciation of the natural world, and increased interest and attention in science. The results demonstrate that the redesigned labs achieved the goals of enhancing student perceptions, fostering active participation, and ensuring that key concepts are mastered. Improvements to the lab experience are ongoing as a result of this work.