Designing technology-enhanced active learning environments for the undergraduate geoscience classroom

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

This chapter reports on a multiyear collaborative research effort between geosciences and education, focusing on the design and evaluation of modules to engage undergraduate students in science reasoning skills. A design-based research approach was used to design active learning modules to engage students in a large general education undergraduate course in natural hazards, as well as to integrate mobile devices in an upper-level undergraduate course on the same topic. Over two iterations of each course, we were able to identify design features that supported student reasoning, as well as design of technology-enhanced learning within an undergraduate classroom supportive of collaborative student engagement in science reasoning.

Original languageEnglish (US)
Title of host publicationTechnology, Theory, and Practice in Interdisciplinary STEM Programs
Subtitle of host publicationConnecting STEM and Non-STEM Approaches
PublisherPalgrave Macmillan
Pages31-52
Number of pages22
ISBN (Electronic)9781137567390
ISBN (Print)9781137567383
DOIs
StatePublished - Jan 1 2016

Fingerprint

learning environment
classroom
student
general education
research approach
science
learning
evaluation
education

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

Sharma, P., & Furlong, K. P. (2016). Designing technology-enhanced active learning environments for the undergraduate geoscience classroom. In Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches (pp. 31-52). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56739-0_3
Sharma, Priya ; Furlong, Kevin Patrick. / Designing technology-enhanced active learning environments for the undergraduate geoscience classroom. Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches. Palgrave Macmillan, 2016. pp. 31-52
@inbook{1a231a1733fe4c95a6667cda0a7bd322,
title = "Designing technology-enhanced active learning environments for the undergraduate geoscience classroom",
abstract = "This chapter reports on a multiyear collaborative research effort between geosciences and education, focusing on the design and evaluation of modules to engage undergraduate students in science reasoning skills. A design-based research approach was used to design active learning modules to engage students in a large general education undergraduate course in natural hazards, as well as to integrate mobile devices in an upper-level undergraduate course on the same topic. Over two iterations of each course, we were able to identify design features that supported student reasoning, as well as design of technology-enhanced learning within an undergraduate classroom supportive of collaborative student engagement in science reasoning.",
author = "Priya Sharma and Furlong, {Kevin Patrick}",
year = "2016",
month = "1",
day = "1",
doi = "10.1057/978-1-137-56739-0_3",
language = "English (US)",
isbn = "9781137567383",
pages = "31--52",
booktitle = "Technology, Theory, and Practice in Interdisciplinary STEM Programs",
publisher = "Palgrave Macmillan",

}

Sharma, P & Furlong, KP 2016, Designing technology-enhanced active learning environments for the undergraduate geoscience classroom. in Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches. Palgrave Macmillan, pp. 31-52. https://doi.org/10.1057/978-1-137-56739-0_3

Designing technology-enhanced active learning environments for the undergraduate geoscience classroom. / Sharma, Priya; Furlong, Kevin Patrick.

Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches. Palgrave Macmillan, 2016. p. 31-52.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Designing technology-enhanced active learning environments for the undergraduate geoscience classroom

AU - Sharma, Priya

AU - Furlong, Kevin Patrick

PY - 2016/1/1

Y1 - 2016/1/1

N2 - This chapter reports on a multiyear collaborative research effort between geosciences and education, focusing on the design and evaluation of modules to engage undergraduate students in science reasoning skills. A design-based research approach was used to design active learning modules to engage students in a large general education undergraduate course in natural hazards, as well as to integrate mobile devices in an upper-level undergraduate course on the same topic. Over two iterations of each course, we were able to identify design features that supported student reasoning, as well as design of technology-enhanced learning within an undergraduate classroom supportive of collaborative student engagement in science reasoning.

AB - This chapter reports on a multiyear collaborative research effort between geosciences and education, focusing on the design and evaluation of modules to engage undergraduate students in science reasoning skills. A design-based research approach was used to design active learning modules to engage students in a large general education undergraduate course in natural hazards, as well as to integrate mobile devices in an upper-level undergraduate course on the same topic. Over two iterations of each course, we were able to identify design features that supported student reasoning, as well as design of technology-enhanced learning within an undergraduate classroom supportive of collaborative student engagement in science reasoning.

UR - http://www.scopus.com/inward/record.url?scp=85017595876&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85017595876&partnerID=8YFLogxK

U2 - 10.1057/978-1-137-56739-0_3

DO - 10.1057/978-1-137-56739-0_3

M3 - Chapter

AN - SCOPUS:85017595876

SN - 9781137567383

SP - 31

EP - 52

BT - Technology, Theory, and Practice in Interdisciplinary STEM Programs

PB - Palgrave Macmillan

ER -

Sharma P, Furlong KP. Designing technology-enhanced active learning environments for the undergraduate geoscience classroom. In Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches. Palgrave Macmillan. 2016. p. 31-52 https://doi.org/10.1057/978-1-137-56739-0_3