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Active Learning and Lasting Impacts: Reflective Writing in a Field-Based Geobotany Course for Teachers
Amy Ellwein, Rocky Mountain Biological Laboratory
In this upper-division, week-long, residential field geobotany course for K-12 in-service and pre-service teachers, participants make observations and interpretations in both the field and lab every day. At the end of each day, participants write about their experiences, self-confidence, and perceived competence as an amateur scientist during a reflective writing exercise, for which instructors provide feedback each evening.

Using Data to Teach Earth ProcessesAn Illustrated Community Discussion at the 2003 Annual Meeting of the Geological Society of America
Stephen Boss, University of Arkansas Main Campus
Stephen K. Boss University of Arkansas - Hands-on, inquiry-based activities utilizing Internet data resources and state-of-the-art computer animation programs available on desk-top/laptop computers. Animations are ...


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