ASSESSING THE IMPACT OF 3D PRINTED TERRAIN ON TEACHING TOPOGRAPHY IN INTRODUCTORY EARTH SCIENCE LABS

This project evaluates the impact of 3D printed topographic terrain on student learning of topography in a Western Michigan University course that fills general education requirements for non-science majors. Learning to effectively read topographic maps is challenging for students because topographic maps contain 3D representations of terrain and features that are displayed on a 2D surface map. Despite the use of teaching tools such as physical models, 3D projections, and coupled systems incorporating both physical models and 3D projections, teaching students to correctly analyze and interpret these maps remains a challenge.

This project embeds 3D printed terrain, accurately printed from a section of the laboratory teaching quadrangle map, into an existing lesson that introduces students to topographic maps and asks them to identify features on the local quadrangle map. We assess student learning using the Modified Topographic Map Assessment (MTMA), a 15-question multiple-choice instrument administered before and after the lab. To further explain the quantitative MTMA results, we also collect and analyze open-ended student comments about their learning experiences on a feedback survey, interviews with a subset of students and the laboratory teaching assistants, and observation notes documenting how the lab is taught.

We hypothesize that using 3D printed terrain coupled with the 2D topographic map from which the models were printed will enhance student learning of topographic map skills such that students will be able to transfer map reading skills to other parts of the map and ultimately to other, more complex maps.