ORDER IN THE COURSE: IMPROVING INSTRUCTION, STUDENT AFFECT, SELF-EFFICACY AND CONCEPTUAL UNDERSTANDING IN INTRODUCTORY GEOLOGY

Introduction to Physical Geology may be the sole science course many undergraduate students take, thus it is vital that these students leave with a thorough conceptual understanding and positive attitude about geology. The purpose of this pilot study was to address the nature and structure of an introductory geology course, and how existing course structure impacted and affected student attitudes and self-efficacy.

This study surveyed students at a large, mid-western university enrolled in an introductory physical geology course designed for primarily non-majors. Pre- and post- surveys were collected for data on students’ learning preferences, motivation, attitude and conceptual understanding of geology. Semi-structured interviews were conducted, while class demographics and semester tests were also reviewed for possible correlation to survey data and interview responses. Examination of student demographic and background data provided by the registrar, as well as item analysis of course exams were also included in this study.

Participants indicated that while they view science as useful and geology was not isolated, disconnected facts, there was noted dissatisfaction with the importance and usefulness of course material. Student self-efficacy was mixed; content knowledge and skills acquired were beneficial, contrasted with less confidence about overall success and understanding of course material. Students expressed inclination toward the strongly visual, observational, narrative and process-oriented aspects of geology, while maintaining that relevance of material and hands-on, authenticity of activities provides a more meaningful experience. When asked to consider a preferred order in which course topics should be presented, the participants grouped related topics together that reflected a macro- to micro- content approach.

The findings from this study will contribute to the improvement and redesign of post-secondary introductory geology courses, specifically attending to the scope and sequence of course content. This may lead to improved student affect, motivation, self-efficacy, and content knowledge, which has the potential to increase the number of geoscience majors and overall science literacy.