Earth, Ocean and Atmospheric Sciences
University of British Columbia
Biozones, stratigraphic log correlation, and corresponding interpretation of paleoenvironments. part of Cutting Edge:Rates and Time:Teaching Activities
This exercise is a guided opportunity for any number of students (even hundreds) to start using recently learned, lower-level knowledge about stratigraphy and biostratigraphy in an integrative, interpretation exercise. Students work in ad-hoc groups of 3 or 4, and the instructor uses clicker questions and short mini-lectures for guidance and pacing. Paper worksheets (one per group) provide both the data students use and spaces for short answer or sketch-based work. The activity targets 3rd or 4th year science (but not necessarily geoscience) students in a large lecture theater.
Learning to integrate geophysics into engineering projects using a comprehensive set of interactive, online, scenario-based resources part of Integrate:Workshops:Engineering, Sustainability, and the Geosciences:Activities
In this four part interactive learning scenario, students work on the geophysical aspects of a project aimed at determining whether groundwater has been contaminated downstream of a mine tailings impoundment dam. Students make decisions about the relationships between geotechnical goals and geophysical properties, they choose and plan appropriate surveys, corresponding geophysical information is interpreted, and then results are incorporated into geotechnical decisions. All necessary real and simulated information is provided online using interactive figures, text and quiz-like activities to help students construct the understanding necessary for making well informed decisions. Higher level thinking (such as making judgments about design or cost-benefit options) is facilitated using "action mazes", which are interactive workflow or decision-making activities.
Earth and Life Through Time part of Cutting Edge:Rates and Time:Courses
Students' abilities to use both geological and biological reasoning are developed, to learn about how the rock and fossil records together characterize the history of interaction between biological and geological processes. 150 students attend three 50-min. lectures per week that use clickers and worksheets to enable active learning, peer instruction, and discussions.
Active learning strategies for enhancing the integration of geoscience and engineering part of Integrate:Workshops:Engineering, Sustainability, and the Geosciences:Essays
Francis Jones, Earth, Ocean and Atmospheric Sciences, University of British ColumbiaMy current position in the Earth, Ocean and Atmospheric Sciences Department (EOAS) at UBC involves course, curriculum and ...
Improving Courses About Geologic Time by Focusing on Clear Goals and Making Thinking Visible part of Workshop 2012:Essays
Francis Jones, Department of Earth and Ocean Sciences, University of British Columbia A quick review of the Temporal Learning Journal Club "findings" web page provides a good reminder of the huge range ...
Francis Jones part of Cutting Edge:Metacognition:Workshop 08:Participant Essays
Metacognition and Team Based Learning by Francis Jones, Carl Wieman Science Education Initiative (CWSEI) and Department of Earth & Ocean Sciences, University of British Columbia Metacognition is a very broad ...
Assessing Conceptual Understanding of Geologic Time part of Cutting Edge:Rates and Time:Assessments
This is one attempt to produce a validated concept inventory about geological time. Nineteen questions are multiple choice, one requires a point-form list of events to explain a geologic cross section. Key concepts addressed include the time scale, relative dating, absolute dating, and Earth history.
A scholarly approach to critical reading of geoscience literature part of Cutting Edge:Metacognition:Tactics for Specific Populations
Developed by: Bill Rose; Jen Sablock; Francis Jones; Dave Mogk; Laura Wenk; Linda L. Davis Developed at the 2008 workshop, The Role of Metacognition in Teaching Geoscience. For population: Upper level geoscience ...