Scaffolding Geology Content and Spatial Skills with Playdough Modeling in the Field and Classroom

Autor/inn/en	Bateman, Kathryn M.; Ham, Joy; Barshi, Naomi; Tikoff, Basil; Shipley, Thomas F.
Titel	Scaffolding Geology Content and Spatial Skills with Playdough Modeling in the Field and Classroom
Quelle	In: Journal of Geoscience Education, 71 (2023) 1, S.43-57 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bateman, Kathryn M.) ORCID (Ham, Joy) ORCID (Barshi, Naomi) ORCID (Tikoff, Basil) ORCID (Shipley, Thomas F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2022.2071082
Schlagwörter	Geology; Science Instruction; Course Content; Spatial Ability; Teaching Methods; Learning Processes; Scaffolding (Teaching Technique); Case Studies; Models; Visualization; Memory; Introductory Courses; Undergraduate Students; Instructional Materials; Field Trips; Science Tests; Student Attitudes; Art Materials; South Dakota + Suchen Sie Ihr Suchwort? Historische Geologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursprogramm; Räumliches Vorstellungsvermögen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Analogiemodell; Visualisation; Visualisierung; Gedächtnis; Einführungskurs; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Exkursion; Schülerverhalten; South-Dakota
Abstract	Spatial skills are embedded in all aspects of the geosciences. The teaching and learning of spatial skills has been a challenging, but vital, endeavor. To support student learning of spatial skills in undergraduate courses, we designed scaffolds for spatially dependent content in a mid-level geoscience course using playdough to allow students to model and manipulate geologic structures and processes. Using a semester-long geology course as a case study, we explore the ways in which students reported playdough supported their learning of geoscience content during the course. Students found the playdough most helpful for visualizing geologic structures, such as faults and domes, which students were then able to encode into their long-term memories, or "mental libraries," for application to new contexts on assessments later. The playdough was more helpful at the start of the course when students were grappling with introductory course content and skills. Later in the course, the need for the playdough as a scaffold faded, as intended. Most students eventually sought new scaffolds, such as three-dimensional block models, which illustrate more complex and sophisticated structures and processes. Therefore, we see playdough as a useful scaffold for students in the early stages of spatial and geologic skill development as it aids students in developing both sets of skills. It is easy to utilize, inexpensive, portable, widely available, and familiar to most students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01