The Effect of Using Inquiry and Multiple Representations on Introductory Geology Students' Conceptual Model Development of Coastal Eutrophication
Karen S. McNeal, Heather R. Miller, Bruce E. Herbert 2008 Journal of Geoscience Education v56 p201-211
The use of inquiry-based learning (IBL) and multiple representations (e.g., physical models and information technology) has been a call for reform in science education and may be a means to reach students in introductory courses. This research tested the pedagogical coupling of IBL and multiple representations to support introductory students' conceptual model development of the complex and dynamic Earth process, eutrophication, through the evaluation of student drawings and written reports. In this research, participants from nine laboratory sections were randomly placed into experimental (IBL and multiple representations style labs) and control (workbook style labs) groups.
Subject: Biology:Ecology, Geoscience:Hydrology:Surface Water Resource Type: Pedagogic Resources:Overview/Summary, Research Results, Journal Article Special Interest: Complex Systems Research on Learning: Instructional Design:Inquiry-Based Learning, Ways Of Learning Theme: Teach the Earth:Teaching Topics:Water, Teach the Earth:Course Topics:Hydrology/HydrogeologyKeywords: Complex Earth systems, Eutrophication, Conceptual model development, Inquiry based learning, Multiple representations, Introductory geology
