Geographic information systems help teach introductory Earth science

Abstract

A growing challenge facing college Earth science instructors is how to maximize learning in large, introductory lecture courses. These courses cover a great deal of information, yet students' gains in understanding science concepts and processes are often limited. Research shows that real learning occurs when students investigate scientific questions first hand [ Halloun and Hestenes , 1985; DeLaughter et al. , 1998; Kusnick , 2002] and faculty are able to challenge students' preconceived notions about Earth. Inquiry the process of seeking knowledge through questioning and investigations, is the most effective teaching method [ NRC , 1996; Dykstra , 1997], but it can be challenging to implement in large lecture courses.