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Karl Wirth
Geology
Macalester College
Karl Wirth is an igneous petrologist, geochemist, and Associate Professor of Geology at Macalester College. His research interests are concerned primarily with the origins of igneous rocks and the chemical evolution of the Earth's crust and upper mantle.
Website Content Contributions
Activities (5)
Using An M&M Magma Chamber To Illustrate Magmatic Differentiation part of Petrology:Teaching Examples
Fractional crystallization by gravity settling can be illustrated using a model magma chamber consisting of M&M's®. In this model, each major cation (e.g., Si, Ti, Al, Fe, Mg, Ca, Na, K) is ...
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Essays (2)
Karl Wirth part of Metacognition:Workshop 08:Participant Essays
This participant essay page from the On the Cutting Edge workshop series presents Karl Wirth's pedagogical framework for fostering metacognitive knowledge and skills in geoscience education, emphasizing intentional learning through reflective practices, knowledge surveys, and reading reflections to enhance student self-awareness, self-regulation, and deeper conceptual understanding.
Karl Wirth part of Affective Domain:Workshop 07:Workshop Participants
Profile page of Karl Wirth, a geology professor at Macalester College, featuring his contributions to the NAGT "Affective Domain in Geoscience Learning" workshop, including his essay on fostering intentional learning through metacognition, student motivation, and pedagogical reflection.
Conference Presentations (4)
Assessing the Reasoning Component of Citizen-Level Science Literacy: Results and Implications from an 18,000 Student Study part of Rendezvous 2015:Program:Abstracts
We report results from a brief 25-item Science Literacy Concept Inventory (SLCI), which is a valid and reliable assessment instrument for addressing core concepts of citizen-level science literacy. The SLCI focuses ...
Other Contributions (7)
Better Learning Through Better Reading and Reflecting part of ACM Pedagogic Resources:ACM Teagle Collegium:Project Reports
Learning from texts is an essential skill for college success, and in an increasingly complex and interconnected world it is ever more important that students develop the intellectual and practical skills for lifelong learning. The aim of this project was to evaluate the impact of reading reflections on student reading, learning, and self-awareness as learners. Students submit reading reflections after completing each reading assignment. These reflections not only encourage students to read more regularly, they also promote content mastery and foster student development of monitoring, self-evaluation, and reflection skills. For the instructor, reading reflections can also be used to facilitate 'just-in-time' teaching. Our results thus far confirm that the introduction of reading reflections in our courses has resulted in significant improvements in student reading and course performance.
Communities
North Central Section, Geoscience Education Research Division
July 2016 Earth Educators Rendezvous 2015
July 2015 Planning CommitteeCE Embedded Assessment
NAGT All
RTOP Observers
Teach the Earth
Earth Educators' Rendezvous Interest Group
GeoEd AI
Teaching Geoscience Online
Workshop Leader
May 2014The Role of Metacognition in Teaching Geoscience
November 2008
Workshop Participant (9 workshops)
July 2015 Mineralogy, Petrology, Geochemistry Workshop 2011
August 2011 Earth and Environment in Italy
June 2010