Computer Science – Sound
Scientific paper
Dec 2004
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2004agufmed13e0747t&link_type=abstract
American Geophysical Union, Fall Meeting 2004, abstract #ED13E-0747
Computer Science
Sound
0825 Teaching Methods, 0840 Evaluation And Assessment, 0845 Instructional Tools, 0850 Geoscience Education Research
Scientific paper
The Theory of Plate Tectonics is probably the most important paradigm for understanding the workings of our planet. As such it is an integral part in any Introductory Geology course. Whereas geology majors usually easily embrace the Theory of Plate Tectonics, the enthusiasm for the coherence and elegance of this theory appears to be much more subdued among the majority of non-science majors. While visual and electronic media certainly support the teaching of the theory, pretty pictures and animations are not sufficient for many non-science majors to grasp the concepts of interacting lithospheric plates. It is well known that students do better in learning scientific concepts if they create their own understanding through research and inquiry-based learning, by working in the field, manipulating real earth-science data, and through writing. Writing assignments give instructors the opportunity to assess their students' learning and to clarify misconceptions yet they also have to be willing to teach students how to craft a science paper. Most electronic media and textbook-added CD-ROMs are not useful for making the structure of a science paper transparent. I found many of the necessary ingredients for effectively teaching plate tectonics in the interactive CD-ROM, "Our Dynamic Planet", developed by Wm. Prothero together with G. Kelly (University of California at Santa Barbara). It allows students to select and manipulate real earth-science data of plate-tectonically active regions, and provides an electronic interface that lets students create graphical representations of their collected data. A downloadable Teacher's Manual provides suggestions on teaching students to write a scientific argument, rooted in sound pedagogy. Originally designed for a large oceanography class, the material was modified for use in a small introductory geology class for non-science majors. Various assignments were given to instruct students in writing a scientific argument based on their own collected data and observations. The main goals are for students o To see the relationship between data and the development of a scientific theory o To understand the elements of scientific discourse o To learn how to derive conclusions from interpretations and observations o To back interpretations with observations o To be able to write a scientific argument o To understand the Theory of Plate Tectonics, and o To gain a better understanding about how science works The results of several surveys will be presented that confirm that most of the expected outcomes continue to be met.
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