The Case for a Cooperative Studio Classroom: Teaching Petrology in a Different Way
Dexter Perkins January 2005 Journal of Geoscience Education v53 n1 p101-109
This article in the Journal of Geoscience Education discusses the effects on student learning when a petrology course is changed from a lab-lecture format to one that emphasizes studio and cooperative learning. Changes were instigated in order to emphasize the development higher order thinking skills rather than traditional knowledge-based learning. The article illustrates assessment stratgies by comparing a cooperative studio classroom with a more traditional one. After one semester, an assessment revealed that students like this format and believe they learn more than in a traditional course setting.
