Promoting complex thinking in geosciences by project-based learning activities using IODP cores1Juan Carlos Laya,

1Department of Geology and Geophysics,Texas A&M University

TEXAS A&M U N I V E R S I T Y ®

Summer Capstone Course

Online sedimentology course: Interactive course

slide show and videos

Undergraduates and young scientists experience

IODP Core description and handling training: Sedimentological techniques

PI Juan Carlos Laya in Expedition 359 Maldives Monzoon. JR Core description lab.

Geoscience educators face a problem promoting complex thinking because students in the initial stage of their education develop simplistic models. While simple models and concepts are logical for the novice learner, these models can become problematic when students often try to assimilate new information which do not fit into their initial simple model due to their complexity. Traditional educational approaches face a challenge to prompt students to let go of initial models and transform such mental structures into more realistic and complex thinking. In addition, it is very well documented that many geoscience students participate in scientific expedition during their careers and normally they are not aware or prepare what the expectation are as scientist in those kind of project-based activities. For that reason, I seek funding to develop a class that will tackle this challenge, and promote transformation that will indeed prepare them to confront real problems in the geoscience field as well as be part of scientific expedition.

This course will contain elements of hypothesis creation as well as scientific problem development which will be coupled with acquitting skills in sedimentology (focus in carbonate sedimentology) and handling core material and marine sediments/rocks. The student will be able to describe at the first-hand marine sediments and rocks, they will make their own observation, as well as, to learn how to manipulate cores at IODP Gulf Coast repository. Furthermore, I propose to construct an on-line modules that will allow students from Texas A&M University to engage sedimentology concepts and get prepared for scientific expeditions.

Assessment

Rationale

Petrological concepts

Introduction of Marine Geology

Sedimentary structures in sediments and rocks cores

Ichnology in cores

PetrographyThin sectionsSmear slides

Data bases and results analysis

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Data visualization and results analysis

Description techniques. Data handling

Coring techniques and core preparation

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Conceptual knowledge Application to real-world examples

AS part of the online experience. There is a possibility to will be offer a series of VR sessions into the JR and which will be connected with the educational official during the schudeled expeditions.

Virtual visit VRThe Joides Resolution Research

Vessel. IODP

The proposed activities will first be assessed by PICA (Personalized Instructor/Class Appraisal) class evaluation of senior capstone course and student abroad program. In addition, web-based surveys will be carried out for the core workshop and on-line sedimentology school section of the project. Feed-back will be taking in account for continue course improvements which will be implemented in the next educational activity. These activities are aligned with the strategic plan of the college f Geoscences and therefore will likely continue after the funding ends. Furthermore, we will design and apply innovative assessment tools to evaluate the following outcomes (which will be aligned with course objectives). These assessment tools will analyze authentic products from existing class activities (e.g., a mind mapping exercise) to provide evidence of students' growth from the beginning to the end of the class. Specifically, through using class artifacts, I will be analyzing for evidence that students will be able to 1) collected, manage and process large data sets, 2) describe rocks in the field and make correlation with other sections globally, 3) analyze and interpret geochemical data sets and 4) describe core data from sediments and rocks and produce report and manage databases.e databases..

After all the components the students will be able to 1) formulate and explain research questions; 2) built literature reviews and generate article summaries; 3) develop hypotheses and data collection; 4) revise research plans in response to new data; 5) communicate complex geological concepts by presenting real data and models in informal and formal professional settings.

Outcomes

Outcomes

. After the core description training, participants will be able to handle material from IODP core archives including right description techniques correct terminology and orientation of the cores. In addition, they will be able to familiarize with conventional methodology such as grainsize analyses, core photography, and magnetic susceptibility among other physical properties.

Outcomes

. After the online component students will be able to use 1) library of hand samples, slabs and photographs 2) virtual microscopes as well as 3) geochemical data bases. As part of the exploratory experiences they can access to conceptual knowledge (slides or readings) link to the topic in an interactive platform

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Hypothesis

Methods to test hypothesis

Data Collection

Data analysis

Discussion and conclusions

Project-based learning

Basic concepts Sedimentology

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