Conceptual Understanding of Sequence Stratigraphy

Autor/inn/en	Kreager, B. Z.; LaDue, N. D.; Shipley, T. F.
Titel	Conceptual Understanding of Sequence Stratigraphy
Quelle	In: Journal of Geoscience Education, 71 (2023) 4, S.507-524 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kreager, B. Z.) ORCID (LaDue, N. D.) ORCID (Shipley, T. F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2023.2165866
Schlagwörter	Concept Formation; Visual Aids; Thinking Skills; Learning Processes; Error Patterns; Scientific Concepts; Earth Science; Teaching Methods; Classification; Correlation; Geology; Undergraduate Students; Gender Differences; Ethnicity; Task Analysis + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Anschauungsmaterial; Denkfähigkeit; Learning process; Lernprozess; Fehlertyp; Earth sciences; Geowissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Historische Geologie; Geschlechterkonflikt; Ethnizität; Aufgabenanalyse
Abstract	Sequence stratigraphic and Wheeler diagram interpretations require a strong combination of conceptual understanding and diagram reasoning skills. Students are generally exposed to the foundational concepts within sequence stratigraphy (relative sea level, eustasy, base level, and accommodation) in a variety of courses along their degree path, however, one prior study found that few students have a clear scientific conceptual understanding. This study serves two purposes: First, we explore the impact of Wheeler diagram instruction on student learning. Second, we assess students' common errors on an interpretation task prior to and after Wheeler diagram interpretation. Student conceptual errors are grouped into four categories (fundamental concepts, subaerial erosional unconformities, correlative conformities and sequence identification). In general, student errors were consistent before and after Wheeler diagram instruction. The most common errors related to students identifying the contact between two facies as a stratigraphic or sedimentological feature rather than sedimentary units. Additionally, we provide a set of suggestions for teaching sequence stratigraphy that may help target the common errors and increase student interpretation skill. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01