Date of this Version
Kreager, B.Z. (2016) Concepts about Sedimentology and Stratigraphy in UNdergraduate Geoscience Courses. Masters Thesis, University of Nebraska-Lincoln
This two-part study examines sedimentologic and stratigraphic concepts in undergraduate geoscience courses. The first part seeks to identify the various types of interactive engagement strategies used in undergraduate science courses, how they are used and in what fields. It also looks at areas in which the geosciences have excelled in interactive engagement strategies. Published studies describing interactive engagement strategies in college-level courses were collected and coded, which identified six emergent types of interactive engagement strategies: (1) Polling, (2) Full-Class Discussion and Activities, (3) In-Class Group Work, (4) Out-Of-Class Group Work, (5) Online Work, and (6) Other types. Interactive engagement strategies within each type are used across all science fields and there is room for adaptation of interactive engagement strategies, popular in one subject, to be utilized efficiently and effectively in other subjets. The second part to this study seeks to understand undergraduate student misconceptions related to sedimentologic and stratigraphic concepts in order to construct a set of effective Lecture Tutorials. Lecture Tutorials were created using data from a faculty survey, faculty feedback and student “think-aloud” interviews and tested in three focus group settings. Three of the five Lecture Tutorials showed statistically significant learning gains for the same students between their post-lecture and post-lecture and Lecture Tutorial responses to a questionnaire. Student alternative conceptions are present in the student open-ended responses. These alternate conceptions relate to unconformities, sea level, and depositional and erosional processes. The alternate conceptions relating to depositional and erosional processes are unique to this study.
Advisor: Leilani Arthurs