What is Deep Time and why should anyone care?
E-An Zen 2001 Journal of Geoscience Education v49 no1 p5-9
Zen (2001) recommends a field approach because it invites student inquiry into stratigraphy, sequence, and time. He takes his students on trips to complicated sites at which a sequence of events have left visible marks on the landscape. For example, at one of the sites he used there is a talus encrusted by lichens and disturbed by a century-old wagon track. The talus falls into a lake dammed by a moraine. He has his students work out which features of the landscape are the oldest and estimate how long each would take to develop. The students work out the relationships of the features within and between sites and determine the overall chronology for the whole landscape.
Resource Type: Journal Article Research on Learning: Geoscience Expertise:Geologic Time, Instructional Design:Constructivism, Ways Of Learning:In the Field, Active/Kinesthetic/Experiential, Instructional Design:Teaching in the FieldKeywords: field lab, earth history, Deep Time, stratigraphy, regional geology
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