Inquiry in the Physical Geology Classroom
Supporting Students' Conceptual Model Development
Bibliographic Data
| ID | 11954197 |
|---|---|
| Authors | Heather Miller (0000-0002-2059-5406, Grand Valley State University, corresponding author), Heather R Miller, Karen S McNeal (0000-0001-8701-0508, Mississippi State University), Bruce Herbert (Texas A&M University), Bruce E Herbert |
| Year | 2010 |
| Volume | 34 |
| Issue | 4 |
| Pages | 595-615 |
| Publication date | 2010-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2010.499562 |
| OpenAlex | W2036721392 |
| Language | EN |
| Citations received | 6 |
| References cited | 20 |
This study characterizes the impact of an inquiry-based learning (IBL) module versus a traditionally structured laboratory exercise. Laboratory sections were randomized into experimental and control groups. The experimental group was taught using IBL pedagogical techniques and included manipulation of large-scale data-sets, use of multiple representations and a physical model and exposure to ill-constrained problems common to the Texas Gulf Coast. The control groups were taught using traditional laboratory activities. The groups were not significantly different prior to exposure. Pre/post-expressed conceptual models and final written reports indicate that the experimental group had greater increases in their conceptual model development of sand-sediment transport
Concept learning · Conceptual change · Conceptual framework · Conceptual model · Control (management · Group (periodic table · Mathematics education · Sociology · Teaching method · Chemistry · Computer Science · Educational Assessment and Pedagogy · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Artificial Intelligence
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The impact of inquiry-based learning in a botanical garden on conceptual change in biology
A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox
Teachers’ beliefs and intentions concerning teaching in higher education
Epistemologically authentic inquiry in schools
The laboratory in science education
Explanation‐driven inquiry
Building sustainable science curriculum
Situated Cognition and the Culture of Learning
University Students' Expectations of Teaching
| Unique citing works | 6 |
|---|---|
| Citations per year | 0.43 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |