Discerning the place for virtual outcrops in the geosciences

Abstract

Virtual outcrop models (VOM), virtual field trips, and virtual field experiences have become more prominent in geoscience instruction. Many have reported on perceptions of student learning via virtual field experiences. However, few have systematically investigated their efficacy; how or what students learn. This exploratory study focuses on how students use VOMs in tandem with actual field work. Ten undergraduate participants used a VOM, of a sedimentary rock outcrop. While five of the participants used the VOM the other five were at the field site the VOM represented. They attempted to describe and explain the geology of the outcrop. Halfway through the day, the VOM students went to the field and vice versa. We recorded their actions, field notes, and conversations using a think aloud protocol. Analysis of the data resulted in three main themes, (1) Doing geology, (2) Physical observations, and (3) Comparisons of VOM with the actual field. Also, participants practicing with the VOM first were better prepared and spent less time orienting themselves once they reached the actual field, compared to those who began in the field directly. The VOM-first group looked for things, rather than just looking at things. Having built a general mental model first, they more quickly oriented themselves to the actual field site and refined their mental models with more detailed observations. Other findings point to VOMs as situated within the larger education ecosystem. This includes participant reluctance in making interpretations, not wanting to be wrong. We explain this with teaching experiences that emphasize the stuff of geoscience over the process of geoscience. In addition to recommending VOM experiences prior to fieldwork, we recommend more instruction emphasizing the process of geoscience.