Resolving the Resolving the BreadthBreadth versus versus DepthDepth versus versus InquiryInquiry Dilemma in Introductory Dilemma in Introductory

College Geology CoursesCollege Geology Courses

Julia K. Johnson, Stephen J. Reynolds, Julia K. Johnson, Stephen J. Reynolds, James A. Tyburczy, Melanie M. Busch, and James A. Tyburczy, Melanie M. Busch, and

Joshua A. Coyan Joshua A. Coyan

School of Earth and Space ExplorationSchool of Earth and Space ExplorationArizona State UniversityArizona State University

Goals of Intro Geology CoursesGoals of Intro Geology Courses♦ Teach main concepts of geologyTeach main concepts of geology

♦ Understand what they see around them – Understand what they see around them – Relevance of geology to our planet, society, Relevance of geology to our planet, society, and students’ livesand students’ lives

♦ Critical/scientific thinkingCritical/scientific thinking

♦ Understand what science (geology) is – Learn to Understand what science (geology) is – Learn to do science do science

♦ Increase their interest in geology and scienceIncrease their interest in geology and science

♦ Numeric/observation/communication skillsNumeric/observation/communication skills

The Main Dilemmas in Intro The Main Dilemmas in Intro Geology CoursesGeology Courses

♦ How to expose students to breadth of How to expose students to breadth of geology but have them gain in-depth geology but have them gain in-depth understanding of key topicsunderstanding of key topics

♦ How to balance need for content with How to balance need for content with need to involve students in inquiry need to involve students in inquiry

♦ How to validly assess each without How to validly assess each without burying instructor in gradingburying instructor in grading

Our ApproachOur Approach

♦ Students have personal responsibility for Students have personal responsibility for learning from textbooklearning from textbook

♦ What-to-Know List provides guidance and What-to-Know List provides guidance and covers a breadth of knowledgecovers a breadth of knowledge

♦ Concept-sketch list identifies ~40 key Concept-sketch list identifies ~40 key topics/semester that require in-depth topics/semester that require in-depth understanding of geologic systemunderstanding of geologic system

♦ Chapter-ending Investigations provide Chapter-ending Investigations provide inquiryinquiry

Textbook Has Before You Leave Textbook Has Before You Leave Items on Each Two-Page SpreadItems on Each Two-Page Spread

Before You Leave Items Compiled into What-to-Before You Leave Items Compiled into What-to-Know List: Handed Out Before We Cover TopicsKnow List: Handed Out Before We Cover Topics

Inquiry via Chapter-Ending Inquiry via Chapter-Ending InvestigationsInvestigations

Students Build Coherent Students Build Coherent Understanding with Concept SketchesUnderstanding with Concept Sketches

Assessment Strategy 1 (2008)Assessment Strategy 1 (2008)

♦ Five exams with mix of multiple-choice Five exams with mix of multiple-choice (MC) questions and one concept sketch (MC) questions and one concept sketch (CS) question(CS) question• Disadvantage: small number of MC items Disadvantage: small number of MC items

means not very comprehensivemeans not very comprehensive

♦ CS hand graded, but rapidly with CS hand graded, but rapidly with holistic rubric (5-10 seconds per CS)holistic rubric (5-10 seconds per CS)

♦ Inquiry via Investigations worksheetsInquiry via Investigations worksheets

Assessment Strategy 2 (2009)Assessment Strategy 2 (2009)

♦ All multiple-choice questions moved to All multiple-choice questions moved to online quizzes, one per chapter and 20 online quizzes, one per chapter and 20 questions per quizquestions per quiz• More items, so more comprehensiveMore items, so more comprehensive

♦ Exams are two concept-sketch questions Exams are two concept-sketch questions (out of list of 10 possible)(out of list of 10 possible)• Students can focus on key topics for exams Students can focus on key topics for exams

♦ Inquiry via online Investigations and some Inquiry via online Investigations and some Investigations done in classInvestigations done in class

Role of Exam Type on PerformanceRole of Exam Type on Performance

Role of Exam Type on PerformanceRole of Exam Type on Performance

Resolves Breadth versus Depth Resolves Breadth versus Depth versus Inquiry Dilemmaversus Inquiry Dilemma

♦ Students told what is important with Students told what is important with What-What-To-Know ListTo-Know List, and they can learn from , and they can learn from book (enabling other things during lecture)book (enabling other things during lecture)

♦ BreadthBreadth: online multiple-choice quizzes to : online multiple-choice quizzes to cover breadth of materialcover breadth of material

♦ DepthDepth: exams are concept sketches about : exams are concept sketches about key topics (require in-depth understanding; key topics (require in-depth understanding; easily graded; seconds per question)easily graded; seconds per question)

♦ InquiryInquiry: chapter-ending investigations: chapter-ending investigations

Use of Class TimeUse of Class Time

♦ Use of What-to-Know List liberates Use of What-to-Know List liberates instructor from having to cover all the instructor from having to cover all the content (students are responsible)content (students are responsible)

♦ Summarize key contentSummarize key content

♦ Teaching students how to observe, Teaching students how to observe, interpret, make predictions, and test ideasinterpret, make predictions, and test ideas

♦ Bring in local example and recent eventsBring in local example and recent events

♦ Interactions with other studentsInteractions with other students