672
Views
0
CrossRef citations to date
0
Altmetric
Literature Review

A review of the inquiry and utility of mineral and rock labs for use in introductory geology courses

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Received 16 Jun 2023, Accepted 11 Jan 2024, Published online: 07 Feb 2024

References

  • Apedoe, X. S., Walker, S. E., & Reeves, T. C. (2006). Integrating inquiry-based learning into undergraduate geology. Journal of Geoscience Education, 54(3), 414–421. https://doi.org/10.5408/1089-9995-54.3.414
  • Aronson, E. (1978). The jigsaw classroom. SAGE Publications.
  • Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Book excerpt. George Lucas Educational Foundation.
  • Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33.
  • Bickmore, B. (2009). Rock types lab. Examples. Retrieved December 15, 2020, from https://serc.carleton.edu/sp/library/indoorlabs/examples/35316.html.
  • Buck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52–58.
  • Bunterm, T., Lee, K., Kong, J. N. L., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937–1959. https://doi.org/10.1080/09500693.2014.886347
  • Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education, 76(4), 543. https://doi.org/10.1021/ed076p543
  • Egger, A. (2019). The role of introductory geoscience courses in preparing teachers—and all students—for the future: Are we making the grade? GSA Today, 29(10), 4–10. https://doi.org/10.1130/GSATG393A.1
  • Fall, R., Webb, N. M., & Chudowsky, N. (2000). Group discussion and large-scale language arts assessment: Effects on students’ comprehension. American Educational Research Journal, 37(4), 911–941. https://doi.org/10.3102/00028312037004911
  • Fasse, B. B., & Kolodner, J. L. (2013). Evaluating classroom practices using qualitative research methods: Defining and refining the process. Fourth International Conference of the Learning Sciences, 4, 193–198.
  • Feig, A. D. (2011). Methodology and location in the context of qualitative data and theoretical frameworks in geoscience education research. In A. D. Feig & A. Stokes, Qualitative inquiry in geoscience education research. Geological Society of America.
  • Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378–382. https://doi.org/10.1037/h0031619
  • Forcino, F. L. (2013). The importance of a laboratory section on student learning outcomes in a university introductory earth science course. Journal of Geoscience Education, 61(2), 213–221. https://doi.org/10.5408/12-412.1
  • Francek, M. (2006). Promoting discussion in the science classroom using gallery walks. Journal of College Science Teaching, 36(1), 27–31.
  • Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), n2. https://doi.org/10.20429/ijsotl.2009.030216
  • Gormally, C., Sullivan, C. S., & Szeinbaum, N. (2016). Uncovering barriers to teaching assistants (TAs) implementing inquiry teaching: Inconsistent facilitation techniques, student resistance, and reluctance to share control over learning with students. Journal of Microbiology & Biology Education, 17(2), 215–224. https://doi.org/10.1128/jmbe.v17i2.1038
  • Gray, K. (2017). Assessing gains in science teaching self-efficacy after completing an inquiry-based earth science course. Journal of Geoscience Education, 65(1), 60–71. https://doi.org/10.5408/14-022.1
  • Gray, M. E., & Holyoak, K. J. (2021). Teaching by analogy: From theory to practice. Mind, Brain, and Education, 15(3), 250–263. https://doi.org/10.1111/mbe.12288
  • Grissom, A. N., Czajka, C. D., & McConnell, D. A. (2015). Revisions of physical geology laboratory courses to increase the level of inquiry: Implications for teaching and learning. Journal of Geoscience Education, 63(4), 285–296. https://doi.org/10.5408/14-050.1
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work?–a literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences(pp. 3025–3034). IEEE
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. https://doi.org/10.1002/tea.20439
  • Henderson, C., & Dancy, M. H. (2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics – Physics Education Research, 3(2), 020102. https://doi.org/10.1103/PhysRevSTPER.3.020102
  • Henderson, C., & Dancy, M. H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review Special Topics – Physics Education Research, 5(2), 020107. https://doi.org/10.1103/PhysRevSTPER.5.020107
  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67–73. https://doi.org/10.1080/00405849909543834
  • Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: Administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher Education, 58(6), 841–855. https://doi.org/10.1007/s10734-009-9228-7
  • Kuo, Y.-R., Tuan, H.-L., & Chin, C.-C. (2020). The influence of inquiry-based teaching on male and female students’ motivation and engagement. Research in Science Education, 50(2), 549–572. https://doi.org/10.1007/s11165-018-9701-3
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
  • Lazarides, R., Watt, H. M. G., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69, 101346. https://doi.org/10.1016/j.learninstruc.2020.101346
  • Manduca, C. A., Iverson, E. R., Luxenberg, M., Macdonald, R. H., McConnell, D. A., Mogk, D. W., & Tewksbury, B. J. (2017). Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances, 3(2), e1600193. https://doi.org/10.1126/sciadv.1600193
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. SAGE Publications.
  • McConnell, D. A., Chapman, L., Czajka, C. D., Jones, J. P., Ryker, K. D. A., & Wiggen, J. (2017). Instructional utility and learning efficacy of common active learning strategies. Journal of Geoscience Education, 65(4), 604–625. https://doi.org/10.5408/17-249.1
  • McDaris, J. R., Iverson, E. R., Manduca, C. A., & Huyck Orr, C. (2019). Teach the Earth: Making the connection between research and practice in broadening participation. Journal of Geoscience Education, 67(4), 300–312. https://doi.org/10.1080/10899995.2019.1616272
  • Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J.-W. (2020). Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education, 45(8), 1222–1240. https://doi.org/10.1080/02602938.2020.1729696
  • Nelson, K. G., Huysken, K., & Kilibarda, Z. (2010). Assessing the impact of geoscience laboratories on student learning: Who benefits from introductory labs? Journal of Geoscience Education, 58(1), 43–50. https://doi.org/10.5408/1.3544293
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261–283. https://doi.org/10.1177/1473325002001003636
  • Pound, K. (2005). Rock & mineral bingo. Teaching materials collection. Retrieved December 15, 2020, from https://nagt.org/nagt/teaching_resources/teachingmaterials/9331.html.
  • Reid, L., Cowie, B., Speta, M. (2011). Learning assessment #3—igneous & sedimentary rocks. Activities. https://serc.carleton.edu/NAGTWorkshops/intro/activities/66373.html.
  • Ryker, K. D. A. (2014). An evaluation of classroom practices, inquiry and teaching beliefs in introductory geoscience classrooms. North Carolina State University.
  • Ryker, K. D. A., & McConnell, D. (2014). Can graduate teaching assistants teach inquiry-based geology labs effectively? Journal of College Science Teaching, 044(01), 56–63. https://doi.org/10.2505/4/jcst14_044_01_56
  • Ryker, K. D. A., & McConnell, D. A. (2017). Assessing inquiry in physical geology laboratory manuals. Journal of Geoscience Education, 65(1), 35–47. https://doi.org/10.5408/14-036.1
  • Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656. https://doi.org/10.1002/sce.20065
  • Savina, M. (2004). Cemetery geology. Field lab examples. Retrieved December 15, 2020, from https://serc.carleton.edu/introgeo/field_lab/examples/cemetery.html.
  • Schwab, J. J. (1958). The teaching of science as inquiry. Bulletin of the Atomic Scientists, 14(9), 374–379. https://doi.org/10.1080/00963402.1958.11453895
  • SERC (2023a). SERC. https://serc.carleton.edu/index.html.
  • SERC (2023b). Activity Review. https://serc.carleton.edu/teachearth/activity_review.html
  • Slater, S. J., Slater, T. F., & Shaner, A. (2008). Impact of backwards faded scaffolding in an astronomy course for pre-service elementary teachers based on inquiry. Journal of Geoscience Education, 56(5), 408–416. https://doi.org/10.5408/jge_nov2008_slater_408
  • Spector, B., Burkett, R. S., & Leard, C. (2007). Mitigating resistance to teaching science through inquiry: Studying self. Journal of Science Teacher Education, 18(2), 185–208. https://doi.org/10.1007/s10972-006-9035-2
  • Strijbos, J.-W. (2011). Assessment of (computer-supported) collaborative learning. IEEE Transactions on Learning Technologies, 4(1), 59–73. https://doi.org/10.1109/TLT.2010.37
  • Teach the Earth. (2023). Teach the Earth. https://serc.carleton.edu/teachearth/index.html.
  • Wiese, K. (2020). Metamorphic rock identification. Teaching activities. Retrieved December 15, 2020, from https://serc.carleton.edu/teachearth/activities/236441.html.