ORDER IN THE COURSE: IMPROVING INSTRUCTION, STUDENT AFFECT, SELF-EFFICACY AND CONCEPTUAL UNDERSTANDING IN INTRODUCTORY GEOLOGY

This study surveyed students at a large, mid-western university enrolled in an introductory physical geology course designed for non-majors (humanities, business, technology, etc). Pre- and post- surveys collected data on students’ science backgrounds, learning preferences, motivation, attitude and conceptual understanding of geology. Semi-structured interviews were conducted with eight students, while class demographics and semester tests were also reviewed for possible correlation to survey data and interview responses.

Participants indicated they did not view the course material as isolated, disconnected facts, but interesting and relevant to problem-solving skills. Student perceptions of hands-on, interactive, small group work, and field trips were enthusiastic, and where they put forward their strongest efforts. Student self-efficacy trended positive as many felt content knowledge and skills acquired were beneficial, increasing their confidence and ability to learn and do geology. Students expressed inclination toward the strongly visual, observational, narrative and cyclical aspects of geology. When asked to consider a preferred order in which course topics should be presented, the participants grouped related topics together that reflected a macro- to micro- content approach. Citing earthquakes as the most understandable, favored course topic, learning preferences were geared toward “big picture” topics (i.e. tectonics, glaciers/Ice Ages).

The findings from this study will contribute to the improvement and redesign of post-secondary introductory geology courses, specifically attending to the scope and sequence of course content. This may lead to improved student affect, motivation, self-efficacy, and content knowledge, which has the potential to increase the number of geoscience majors and overall science literacy.