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 language||English (US)|
|Title of host publication||Technology, Theory, and Practice in Interdisciplinary STEM Programs|
|Subtitle of host publication||Connecting STEM and Non-STEM Approaches|
|Number of pages||22|
|State||Published - Jan 1 2016|
All Science Journal Classification (ASJC) codes
- Social Sciences(all)