Intregrating show, gesture and theory in Mineralogy. Especially with crystallography.

Scale jumping, thinking about deliberate ways to help them go from micro to macro.

Topo/map reading (sub-group)
One of the ideas we came up with was using Pokemon Go to have students map locations of Pokemon on maps. This will require the students to go out and 'collect 'em all' outside of the lab period. The lab period potentially will be dedicated to plotting the locations on physical maps and bringing in geologic concepts (i.e. correlation of Pokemon characters with geologic features or physical features)

Another idea was to have a student create phone directions (describing directions using a paper map as their phone would)

Having students walk the 'best' path versus the 'worst' path and describing the topography

Have the students appreciate the connection between geology, topography, and the local features. The way that this would be completed is a gallery walk...for them to better experience all of these features.

We discussed spatial visualization of graphs and diagrams. We determined that one source of difficulty in students interpreting the diagrams is an inability to correctly make a 3D to 2D projections. When asked to draw a cross section (2D), many students will draw an oblique view (3D). They also struggle to distinguish between arrows on diagrams: which represent horizontal motion, which vertical, which are pointing to objects/locations, and which are pointing in a direction (e.g. west). These two are linked through an inability to view the 3D representation of a graph or diagram from the 2D drawing. We discussed that perhaps we need to scaffold students into interpreting figures to help them learn this skill. It is important to talk about the strengths and weaknesses of map views, cross-sectional views, and oblique views.

A second related skill we talked about was an inability to place themselves into a map or figure and provide a relative interpretation of motion e.g. if you're standing on one plate at a left-lateral transform fault and looking across the fault at the other plate, which way is the other plate moving? Or: Looking at a map of temperature, if you start in Hawaii and travel southeast, how will temperature change?

Once students have practice interpreting these diagrams and doing the 3D to 2D projection, they can then work on practicing transforming a 2D graph of data to a 3D, real-world representation.

Brainstorming research questions working group

General topics identified as being a struggle for our students:
• Isopletch spatial relations (geology and meteorology)
• Not a lot of direct connections with how it relates to them in their world
• Higher level classes (structure, min/pet)
• Other countries


Potential research questions to understand/address these problems:
• How does the population affect spatial abilities (low SES, etc.)
o Low tech spatial training?

• Are there differences in spatial learning gains when low vs. high tech learning tools are used?
• What are the levels of spatial skills do marine, earth and atmospheric scientists possess?
o What level of competencies are necessary to be successful in each field?
o If the experts are not high spatial thinkers, analyze their analytical thinking skills
o Potential different goals for each discipline
♣ Atmospheric science

• Spatial relations as it relates to air dynamics
• How to geographers differ in spatial skill levels within the field? (physical vs.
o More focus on navigation?

• Cultural differences as they relate to spatial skills in other countries
o What barriers exist in teaching spatial skills that differ from the US?

In most/all atmospheric science and some introductory geology courses, labs include contouring as an exercise before teaching topo maps. However, are those maps (or contoured weather maps) easier to interpret for students who have gone through a contouring exercise? Do students need to know how to _create_ a contour map or draw a cross-section in order to understand how to read/use/interpret one? Some might immediately say yes, but I don't know if the answer is that clear.