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

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

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

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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