Mathematics – Logic
Scientific paper
Dec 2001
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2001agufmed51a0224h&link_type=abstract
American Geophysical Union, Fall Meeting 2001, abstract #ED51A-0224
Mathematics
Logic
6225 Mars, 6605 Education
Scientific paper
Following the concept of "classrooms without boundaries", a learning module to study Martian geology cooperatively through the Internet has been developed. This learning module contains two components: (1) webpages of content materials, and (2) an online discussion utility. The module is designed to address six geological processes that are either currently active or have occurred in the past on the surface of Mars. These processes include aeolian, impact cratering, hydro-, mass wasting, tectonic, and volcanic processes. Highlights of each process based on the observations obtained through the various NASA missions are briefly described. An introduction section that discusses the global properties of Mars is also included. Links to similar processes operating on Earth are provided when possible. Through these webpages, students are expected to learn the basic concepts about these geological processes and the conditions necessary for them to take place. These modules are designed to enable an instructor to choose either all or only parts of the processes in their classroom instructions. Associated with each geological process, a discussion forum is setup to enable students to conduct online discussions to enhance their learning. Together with each forum, some suggested discussion topics are provided. However, instructors are free to post their own discussion topics whenever deemed preferable. With this online discussion facility, students are able to discuss subject matters with students from other schools through the coordination of their instructors from the respective schools. To avoid the high costs of some commercial discussion software packages, a freeware called "Ikonboard" is chosen to facilitate online discussions. The Ikonboard is quite adequate in providing all the essential elements for online discussions. Instructors can even assign students to separate discussion groups. Through the interactions with others from different geographical areas and with different life experiences, students are expected to find learning more interesting and thus can learn better about the scientific subject matters.
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