Unearthing Geologic Blindness: Undergraduate Students Attitude and Conceptual Understanding of Geology
Abstract
This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify and combat students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes and its human impact. To accomplish this, a mixed-methods approach was used. The sample consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Quantitative results measured statistically significant negative changes in students’ outlook toward memorization of course material and success in the class. Findings also indicate their position on the importance and usefulness of geology became more negative. There was significant and moderate positive correlation between student attitudes and perceived understanding, and weak positive correlations of both factors toward instructional preferences. However, there was a significant increase in direct content knowledge and understanding of geology’s broader themes. Open-ended responses from participants, and interviews with key informants provided further evidence for these changes. Specific to content and instruction, students found the format of rock and minerals labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.
Degree
Ph.D.
Advisors
Harbor, Purdue University.
Subject Area
Geology|Education|Curriculum development
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