CREATING A PHYSICAL STUDY GUIDE TO VISUALIZE THE INVISIBLE: A STUDENT-CENTERED CONSTRUCTIVIST APPROACH USING SCULPTURE TO COMPARE PALEOZOIC HISTORIES OF ADJACENT CALIFORNIAN GEOMORPHIC PROVINCES

Artists and scientists exhibit a broader array of shared characteristics than commonly perceived. These include problem-solving skills, critical thinking abilities, and proficiency in interpreting complex information, among others. While their methodologies may differ, both disciplines fundamentally engage in the creative process. The future of Geoscience education lies in embracing Science, Technology, Engineering, Arts, and Mathematics (STEAM) education approaches. Integrating arts into science teaching not only enriches the learning experience but also fosters innovative approaches to education. Research conducted by Saunders (1992) demonstrates that the incorporation of visual and physical aids alongside lectures enhances student engagement in meaningful learning experiences, particularly when students learn using active cognitive involvement and group work.

Using a student-centered approach we revised a section of the lesson plan for a general education geology course by combining constructivism and STEAM education principles. Students are each assigned a portion of Paleozoic history within two California geomorphic provinces. While researching and becoming experts in their place and time, students construct a “physical study guide” using sculpting material. Next, using the Jigsaw method, students share their model and research to create a correlated, tangible representation of the two provinces through space and time. The creation of this “physical study guide” prepares students for a corresponding essay and summative assessment. It is our hope that students would use this activity as inspiration for creative study strategies in future courses. By combining the arts and sciences, this activity aids in the comprehension of complex, often invisible concepts in the geosciences that occur over vast amounts of time.