Student learning processes during geoscience fieldwork, Kari Beate Remmen, Norwegian Centre for...
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Transcript of Student learning processes during geoscience fieldwork, Kari Beate Remmen, Norwegian Centre for...
The implementation of fieldwork and student learning processes during preparation, field activity and follow-up work: The need for rethinking recommendations for practice
Dr. Kari Beate RemmenAssociate Prof. Merethe FrøylandNaturfagsenteret, University of Oslo
Fieldwork has a great learning potential if..
• Setting within short distance from the school • Learning goal(s) • Preparation
Cognitive, Psychological, Geographical• Fieldwork
“Limited choice” learning activities undertaken in small teams (Bamberger & Tal, 2007)Observing, measuring, comparing, identifying
• Follow-up workConnect field data to theoretical concepts End product (presentation, report)
Bamberger & Tal, 2007; DeWitt & Storksdieck, 2008; Foskett, 1997; Frøyland, 2010; McLoughlin, 2004; Mogk & Goodwin, 2012; Orion, 1993; Orion & Hofstein, 1994; Rennie, 2007.
Conclusion This study indicates
that these recommendations were not sufficient
enough
The research project through time
2009-2010Professional
development course for in-service geo science teachers
2010-2011Video observation of
preparation, fieldwork and follow-up work
Three classes
2011-2013Data analyses
WritingPhD-thesis
Research questions
• How did the teachers implement preparation, fieldwork and follow-up work with their students?
• How did the students respond to the learning activities?
• Two examples: class A og class B
Class A: Fieldwork in geology
Preparation
• Lectures • Tasks in small groups• Map of the field area (a
Geo Park)• Schedule, practicalities
Fieldwork in a GeoparkOne hour travel by bus
One full dayIn small groups: worksheet
The teacher supported the studentsWith questioning, explanations etc.
How could we know when we
don’t know what to look for????
It’s gneiss when it has such banding
Yes, magmatic
rock
It has been deposited...Dia-gene-sis
Black, small mineral grains
MINERALS
Dyke
Diabase
Limestone
Plate techtonics
Gneiss
Erosion Direction of ice movement
Glacial st
riae
Rundsva
Sediments
DIAGENESE
Holes in the rock
Black
Greyish
Large grainsSmall grains
MAGMATIC
sedimentary
Contactmetamorphosis
Metamorph
feltspat
Quartz
Mica
How did the students respond to the learning activities?
Granite
Follow-up work In teams: Complete the worksheet Make a Power Point presentation
I’ll do the questions,
you make the Power Point
End product – oral presentations
Class B: Fieldwork on geo resources – building stones
Preparation
What do you think are the advantages and detriments with the marble at the Opera house?
Imagine that the Opera was not built. It has been decided though that it should be built in a Norwegian rock.Which rock would you choose?Where would you get it from? Why would you choose that rock?
Field activity at the Opera house:
Identify three sites which you think display weaknesses in the rock.
Describe what you see in our field bookTake pictureMake a predicton– what do you think willhappen to the «weaknesses»?
Assume that the Opera house should be built in white marble and granite.Make your own selection criteria for granite and marble
Natural history museum
Describe what you seeTake notes and pictures
Apply selection criteria for marble and graniteWhy do you think it has high or low quality?
Follow-up work
Imagine that the Opera house was not built.You are making the decision. Use criteria for building stones to justify your choice and the alternatives you did not choose.Make a Power Power point to present your decsion
This is interesting..
End product – Presentation of the decision of marble and granite
We did not choose «Tapjo»
because…
Based on our inquiry, we
recommend the Opera house to
be built in..
Class A: • Preparation: Lectures, practical activities• Fieldwork: worksheet 31 questions• Follow-up work: Complete the
worksheet and make a PowerPoint presentation
• Easy solutions• Simple, rehearsed connections
between field data and theoretical concepts
• “Googled” answers or asked the teacher for answers
• Did not complete the follow-up task• Oral presentation performed by
reading manuscripts
Class B: • Preparation: What do you think are the
advantages and detriments with the building stones?
• Fieldwork: collect observations by application of criteria for building stones
• Follow-up work: Choose granite and marble, justified by field data. Make a Power point presentation
• A realistic situation the students knew beforehand
• Students given responsibility as decsion-makers
• Open-ended tasks that allowed consideration of different possibilities
• Selection criteria that enabled observations – what to look for
• “This is interesting”• Discussed their field data before making
the end product• Oral presentations performed with
ownership “We chose.. because..”• Justified decision with field data
What can be learned from class B about
fieldwork?
Recommendations for learning activities that support student learning processes before, during and after fieldwork
• What is the goal of the follow-up task? Make a decision to an open-ended, realistic dilemma
• The realistic situation can be used as a framework for all classroom and field activities
• Collection of field data in a setting within walking distance from the school
• Criteria as mental tools for observation• Few tasks with specific focus allowing consideration of different
possible solutions• Follow-up work – interpret field observations before making an end
product
Remmen, 2014; Remmen & Frøyland, 2013; 2014
Implications: Our recommendations have been implemented on a PD course 2013/2014
• Teachers required to design fieldwork based on the new recommendations
• Preliminary findings: – Tool for observation and interpretation particularly useful for teachers
and students– Teachers still struggle with following up student learning after
fieldwork
References• Remmen, K.B. & Frøyland, M. (2013). How students can be
supported to apply geoscientific knowledge learned in the classroom to phenomena in the field: An example from high school students in Norway. Journal of Geoscience Education, 61 (4)
• Remmen, K.B. & Frøyland, M. (2014). Implementation of guidelines for effective fieldwork designs: Exploring learning activities, learning processes, and student engagement in the classroom and the field. International Research in Geographical and Environmental Education.
• Remmen, K.B. & Frøyland, M. (2014). What happens in classrooms after earth science fieldwork? Supporting student learning processes during follow-up activities. International Research in Geographical and Environmental Education.