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.
Full Text of the article is available online.
This resource is referenced here:Subject:
Geoscience:Geology:Igneous and Metamorphic Petrology, Education,
Assessment
Resource Type:
Pedagogic Resources:Research Results, Journal Article
Grade Level: College Upper (15-16), College Lower (13-14)
