Zen (2001) recommends a field approach because it invites student inquiry into stratigraphy, sequence, and time. He takes his students on trips to complicated sites at which a sequence of events have left visible marks on the landscape. For example, at one of the sites he used there is a talus encrusted by lichens and disturbed by a century-old wagon track. The talus falls into a lake dammed by a moraine. He has his students work out which features of the landscape are the oldest and estimate how long each would take to develop. The students work out the relationships of the features within and between sites and determine the overall chronology for the whole landscape.
ISSN 1089-9995
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