Enhancing Geoscience Education: A Comparative Study of Undergraduate Student Interpretation of Isotope Data Using Microfossils and the CER Framework
Tuesday
1:30pm-4:00pm
Poster Session Part of
Tuesday Poster Session
Authors
Brenda Costello, The University of Texas at Arlington
Cory Forbes, The University of Texas at Arlington
Undergraduate science majors are expected to engage with and apply the scientific method, a universal process that begins with posing a question and formulating a hypothesis followed by systematic investigation, data analysis, and evidence-based conclusions. Although not every assignment requires students to conduct a full-scale investigation, instructors consistently expect well-supported analyses in student responses. However, a recurring challenge in student work is the ability to interpret data and construct clear scientific explanations. To address this gap, the researchers adapted the Claims, Evidence, Reasoning (CER) framework to better support undergraduate students in articulating their thinking by guiding them to make a claim, provide supporting evidence, and explain their reasoning.
In this study, we implemented the CER framework as a cognitive tool for students (n=78) analyzing isotope data from foraminifera tests (the shells of single-celled marine organisms). Two sections of a Historical Geology (GEOL 1302) course received scaffolded CER instruction throughout the semester, while two sections received traditional instruction. Students in all four sections completed an assignment comparing stable isotope data from fossil foraminifera during three distinct geologic intervals. This study addressed two primary research questions: i. Which elements from the CER framework do students engage with most when analyzing oxygen and carbon isotope data? and ii. To what degree does CER scaffolding strengthen students' ability to reason about foraminifera as climate proxies compared to traditional instruction? Paired t-tests of students' pre and post test scores by section showed statistically significant gains for both CER (p= 0.0001) and non-CER groups (p= 0.000573) with an average increase of approximately two points. However, no significant difference was found between CER and Non-CER sections (p= 0.361). Analysis of student lab scores will provide a more detailed evaluation of the impact of CER scaffolding on students' reasoning about isotope data.
In this study, we implemented the CER framework as a cognitive tool for students (n=78) analyzing isotope data from foraminifera tests (the shells of single-celled marine organisms). Two sections of a Historical Geology (GEOL 1302) course received scaffolded CER instruction throughout the semester, while two sections received traditional instruction. Students in all four sections completed an assignment comparing stable isotope data from fossil foraminifera during three distinct geologic intervals. This study addressed two primary research questions: i. Which elements from the CER framework do students engage with most when analyzing oxygen and carbon isotope data? and ii. To what degree does CER scaffolding strengthen students' ability to reason about foraminifera as climate proxies compared to traditional instruction? Paired t-tests of students' pre and post test scores by section showed statistically significant gains for both CER (p= 0.0001) and non-CER groups (p= 0.000573) with an average increase of approximately two points. However, no significant difference was found between CER and Non-CER sections (p= 0.361). Analysis of student lab scores will provide a more detailed evaluation of the impact of CER scaffolding on students' reasoning about isotope data.