HOW SPATIAL THINKING SKILLS AFFECT PERFORMANCE ON TYPICAL HYDROGEOLOGY TASKS IN UNDERGRADUATE CLASSROOMS

Hydrogeology is a branch of geoscience that focuses on fluid dynamics in relatively inaccessible substrates, often requiring critical spatial thinking skills to fully grasp this field of study. Hydrogeologists often integrate three-dimensional data from maps, wells, field sites, and models to better understand subsurface movement of water and pollutants, along with the use of other possibly unique spatial thinking skills. Prior research has shown that targeted training of relevant spatial thinking skills can improve an individual’s persistence and retention of STEM related material, prompting attention towards educational methods for future generations of students. Our study seeks to identify which spatial thinking skills are important in hydrogeology among a cross section of novices (undergraduate students) to experts (professional academic/industry hydrogeologists). Additionally, we aim to produce a model that quantifies how spatial thinking skills and hydrogeology knowledge predict performance on typical hydrogeology tasks provided to students in undergraduate hydrogeology courses. After expert input and pilot testing, a hydrogeology test was developed that was administered to 49 hydrogeologists and hydrogeology students to date. Participants completed four tests of spatial thinking, a hydrogeology knowledge test, a hydrogeology experience survey, and a contaminated site characterization task. In the contaminated site characterization task, participants used corresponding maps and site data to complete various tasks such as cross-sections, site contours, three-point problems, and potentiometric surface maps. Some participants engaged in a “think aloud” recording while testing that allowed us to further analyze the thought process behind individuals and better determine common themes among them. Here, we share findings from the quantitative model and identify which spatial thinking skills are relevant to problem-solving in hydrogeology. While further research is needed on more participants, characterizing these skills is a critical first step toward creating curricular materials that will improve the preparation of diverse and capable hydrogeologists.