Engaging Students at All Academic Levels in an Inquiry-Based Paleoecologic Learning Activity--Even When You Don't Have the Rocks

Autor/inn/en	Shroat-Lewis, René A.; Hage, Melissa
Titel	Engaging Students at All Academic Levels in an Inquiry-Based Paleoecologic Learning Activity--Even When You Don't Have the Rocks
Quelle	In: Journal of College Science Teaching, 51 (2021) 2, S.78-87 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Learner Engagement; Inquiry; Active Learning; Paleontology; Learning Activities; College Students; Ecology; Cooperative Learning; Student Attitudes + Suchen Sie Ihr Suchwort? Aktives Lernen; Paläontologie; Lernaktivität; Collegestudent; Ökologie; Kooperatives Lernen; Schülerverhalten
Abstract	Inquiry-based learning is an educational strategy that emphasizes the student's role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study. In this study, we provide an example of how to adapt an inquiry-based activity used in upper-level paleontology courses so that it can be used in all paleontology-related courses, as well as in lower-level historical geology courses. In paleoecology, large surfaces of substrate with encrusting organisms provide a wealth of paleoecologic information about the ancient communities and are an excellent tool for inquiry-based learning. However, a challenge in paleoecology is that large slabs of rock containing fossil communities are not easy to obtain. In this exercise, students create a simulated substrate using paper and stickers. Feedback showed that students were engaged in the process of doing science and used the skills that they had learned throughout the semester. They gained self-confidence and realized that they can, in fact, do science. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01