Name-Dropping or Understanding?: Teaching to Observe Geologically.

Autor/inn/en	Frøyland, Merethe; Remmen, Kari Beate; Sørvik, Gard Ove
Titel	Name-Dropping or Understanding?: Teaching to Observe Geologically.
Quelle	In: Science education, 100 (2016) 5, S. 923-951Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21232
Schlagwörter	Videoarbeit; Lehr-Lern-Forschung; Lehrmethode; Geologie
Abstract	This study investigates how teaching can support students' ability to apply rock identification by addressing scientific observation. In the context of geology education in Norway, we investigate two cases in which different approaches to teaching rock identification are carried out. Case A involves traditional teaching activities in one class of upper secondary school students, while Case B consists of teaching activities focusing on observation in a class of elementary school students. The study relies on analysis of video data using headcams from classroom activities and fieldwork. A year later, we asked the same students to apply rock identification to samples that were new to them. Results indicate that the teaching approach influenced the students' opportunities for developing an understanding of rock identification. The students in case A identified the samples by applying specific names of rocks and geological terminology, which led to errors and misconnections. Their application of rock identification can be characterized as name-dropping. By contrast, the students in case B identified rocks by noticing the patterns. They also explained theories of rock formation and geological terminology, thus demonstrating understanding. We discuss how the findings from case B can be translated into a tool for teaching rock identification.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2019/3