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ERIC Number: EJ1208606
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1089-9995
EISSN: N/A
Available Date: N/A
Braiding History, Inquiry, and Model-Based Learning: A Collection of Open-Source Historical Case Studies for Teaching Both Geology Content and the Nature of Science
Dolphin, Glenn; Benoit, Wendy; Burylo, Jessica; Hurst, Emily; Petryshen, Wyatt; Wiebe, Simon
Journal of Geoscience Education, v66 n3 p205-220 2018
Many of the current issues facing humans are geologic in nature. Whether the issue is mitigating the impact of geologic hazards, reducing air and water pollution, managing the energy of mineral resources, or minimizing the impact of anthropogenic global climate change, we require a geosciences-literate population. This is crucial to developing policies to best address these issues and to voting to implement such policies. In this article, we introduce a novel strategy for teaching geoscience content, as well as the nature of science, to a diverse audience: the historical case study. Essentially, the historical case studies "braid" the separate strands of history, inquiry, and model-based learning into a narrative, thus allowing students to experience science in the making. This is in contrast to ready-made science as traditionally taught. We discuss the generations of the cases, summarize their content, and describe their implementation in multiple contexts of different courses. We also provide insights from the undergraduate researchers who developed the cases, the instructors who implemented them, and some preliminary data on student knowledge development concerning both geoscience content and nature of science. The cases are available online and open to the public. We welcome any feedback you wish to share.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Calgary)
Grant or Contract Numbers: N/A
Author Affiliations: N/A