Water Wars field trip experience: a comparison of real and virtual field trips
Laurie Cantwell, Montana State University
Author Profile A virtual and traditional field trip experience that was designed to study how virtual field trips should be used in geoscience curriculum. Field trip exercises are based on a local groundwater controversy that involves geologic, hydrologic and environmental policy. Students role-play as geoscientists, evaluate the problem and provide recommendations for addressing the issue.
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GSA Poster (PowerPoint 18.6MB Oct21 04)
Learning Goals
Content/Concepts:groundwater flow and aquifer properties
geologic controls on groundwater
geologic history of Gallatin Valley
geologic controls on groundwater
geologic history of Gallatin Valley
Geologic Skills:
stream gauging
recording field notes and observations
recording field notes and observations
Higher Order Thinking Skills:
developing and articulating questions regarding complex local environmental issue
evaluating and drawing conclusions from data
developing hypotheses from field observations
developing and articulating a scientific argument
evaluating and drawing conclusions from data
developing hypotheses from field observations
developing and articulating a scientific argument
Other Skills:
gain an appreciation for the complexity of the natural world
Context
Instructional Level:Undergraduate entry level
Skills Needed:
igneous, sedimentary, metamorphic rocks
limited groundwater/surface water hydrology
scientific method/thought
limited groundwater/surface water hydrology
scientific method/thought
Role of Activity in a Course:
As central integrating theme (best) OR
Stand-along exercise
Stand-along exercise
Data, Tools and Logistics
Required Tools:Water Wars virtual field trip (available online)-no special training necessary.
Logistical Challenges:
Evaluation
Evaluation Goals:Determine if a virtual field trip can achieve the same learning goals expected from traditional field trips,
Determine if virtual field trips are most effective as a pre or post activity when used in conjunction with a traditional trip,
Provide suggestions for the development of effective virtual field trips
Determine if virtual field trips are most effective as a pre or post activity when used in conjunction with a traditional trip,
Provide suggestions for the development of effective virtual field trips
Evaluation Techniques:
pre-test: demographics, multiple choice and sketch
post-virtual field trip: confidence log, concept map
post-traditional field trip: confidence log, concept map
post-full activity: report and field notebooks (scored with rubrics)
post-virtual field trip: confidence log, concept map
post-traditional field trip: confidence log, concept map
post-full activity: report and field notebooks (scored with rubrics)
Description
This study establishes the value and optimal role of virtual field trips in the Earth Science curriculum. A virtual field trip and traditional field trip counterpart were designed to evaluate the learning goals addressed during virtual field trips and how a virtual field trip can be used in conjunction with a traditional field trip. Results and conclusions are summarized on the poster.