91-7 Understanding the Place of Virtual Outcrop Models in Doing Geology

Session: Current Advances in Geoscience Education Research

Presenting Author:

Authors:

Abstract:

Virtual outcrop models (VOMs) continue to develop as pedagogical tools. However, only recently have researchers begun to systematically study their efficacy as teaching tools. This investigation is a continuation of our earlier exploration into how and what students learn using VOMs versus and in tandem with the actual field. We had seven undergraduate geology majors performed VOM-work before going into the field the VOM represented. They took notes during both experiences. In the field, students also wore GoPro cameras to record their conversations and actions. They also completed a brief survey asking them to describe and explain different geological structures located at the field site, prior to their VOM-work, between the VOM and actual field work, and upon completion of all field work. We found that during VOM-work, students made general observations and inferences concerning the field site. During actual fieldwork, done the following day, students made many more highly detailed observations and inferences. What we did not see was them effectively combining the two experiences (VOM and actual field work) to develop one coherent model, descriptive or explanatory, for the field site. We also did not observe them making and testing hypotheses. In addition to identifying geological structures, the survey also had students reflect on the significance of and difference between making observations, inferences, and assumptions in the process of doing geology. While students expressed a general understanding of these concepts, they showed difficulty understanding their importance within the process of geology. We think that giving students more experience in identifying when they are observing, explaining, and assuming would help them do geology. Access to VOMs could greatly facilitate this.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

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