Uncovering strata: an investigation into the graphic innovations of geologist Henry T. De la Beche

An historical investigation into the types of illustrations in the Golden Age of Geology (1788-1840) revealed the nature and progression of graphic representation at the dawning of geology as a science. Exhaustive sampling of geology texts published in the period of focus proceeded until saturation was achieved. Qualitative analysis and evaluation of early illustrations were accomplished with Edward R. Tufte\u27s theory of graphic design. Hypothesis testing around a correlation coefficient revealed significance at the 99% confidence level for relationships between publication year and number of included graphics, and publication year and the graphic density of texts. Henry T. De la Beche emerged as an important geologist who made numerous innovative graphic contributions in the Golden Age of Geology. De la Beche promoted colliding theory graphics, or the accurate portrayal of the earth\u27s sections and scenes that would remain valuable for future generations of geologists. He was apparently the first geologist to utilize the small multiple format. De la Beche also designed and drew scientific caricatures that encapsulated the theoretical debates of the day, as well as the social, cultural, and historical influences on the emerging theories of geology. These scientific caricatures have emerged as instructional graphics with significant classroom potential for teaching the nature of science. De la Beche also drew the first portrayal of a scene from deep time, Duria antiquior, which became the first innovative classroom geology teaching graphic. Through his introduction and development of several important genres of visual explanation, De la Beche emerged as the Father of Visual Geology Education

Accessible Science: The Natural History of the Connecticut River Valley

Many students take an Earth science or geology course to fulfill a requirement, knowing little to nothing about the field. Like all sciences, geology can appear to have ready answers unconnected to other areas of human endeavor, such as art, religion or philosophy. An interdisciplinary approach to teaching can ameliorate this perception for students who are intimidated by the subject and deepen understanding for those who are already excited about geology. We will examine two strategies designed to support the nature of science while scaffolding student learning in geology: research based digital resources use and museum of natural history visits. One strategy is the effective use of research-based transdisciplinary digital resources. We will use recently developed website resources with a local focus to show how science integrated with history and art can deepen classroom and field trip experiences. The resources integrate historical and cultural resources with modern understandings of geology, drawing upon local libraries, historical societies, archives, municipal and state record offices, and the insights of working geologists and educators. The second strategy is the successful use of Natural History museum assets. The Beneski Museum of Natural History will serve as a backdrop for participants taking a team deep-dive into the local geology of Western Massachusetts using museum linked peer reviewed field guides

中学校理科における「20万分の1日本シームレス地質図」を活用した学習

　The Seamless digital geological map of Japan 1: 200,000 (SDGM) is released on the internet as one of national land information by the Geological Survey of Japan, AIST. We utilize SDGM as the teaching material for the science of junior-high school. SDGM is effective for students to know uneven or regular distributions of geological units, relationship between topography and geology in regional and local scale, Quaternary volcanoes related with lithology, geographical lineaments with active faults, and ground characteristics of alluvial coastal plane at the earthquake time. In addition to those basic learnings, SDGM is useful to compare the geology of different area in an extensive learning. Practically, after comparisons and correlations between individual constitution of the local geological units in Sendai and Hirosaki using SDGM, the students can understand the historical formation of each local ground by means of arrangements of geological units along the time scale

An Interactive Game Approach to Learning in Historical Geology and Paleontology

This article describes an interactive game that can be used in conjunction with traditional laboratory work, group discussions, student presentations, and writing exercises. It provides an enjoyable and motivating dimension to a university seminar/lab course in Historical Geology and Paleontology. A simple spelling-bee-type game evolves over ten weeks into a room-sized board game based on the geologic time scale. The game helps students learn fossil morphology, identification, classification, and paleoecology while illustrating the occurrences of important fossil groups, sea level fluctuations, and orogenic events through time. It also serves as an effective means for evaluating student progress in the laboratory. Although the game content is designed for geology majors in a university setting, the time scale game board can easily be adapted to a secondary school environment. Educational levels: Graduate or professional

Geology of Virginia for Teachers at Radford University

The Radford University version of the Virginia Earth Science Collaborative‘s Geology of Virginia was taught during Summer 2006 and 2007, and was entitled, Geology of Virginia for Teachers (GEOL 691). A total of eighteen teachers, primarily from southside and southwestern Virginia, attended the class. The goal of the course was to provide essential knowledge and advanced skills in geology in general, and the geology of Virginia in particular. The course had a strong field emphasis, using Virginia as a natural teaching laboratory to illustrate such concepts as plate tectonics, rock interpretation, and Steno‘s Laws. Lectures and lab activities were used to guide and inform the field trips, and to provide an overall “big picture” of the time and scale of geology. Maps and materials provided in the course, plus samples and pictures collected by the teachers, created a wealth of materials that can be used in teaching. Teachers developed fmal projects that highlighted the geology of their home counties. The course featured the experimental use of “podcasts” as a way to deliver content to geographically dispersed teachers. Evaluation results show that teachers gained substantial geologic knowledge, and felt better prepared and more confident in their own teaching

Service-Learning Practice in Upper Division Geoscience Courses: Bridging Undergraduate Learning, Teaching, and Research

This article describes the use of service-learning practice in geoscience courses taught at the University of Connecticut. The stated objectives for instituting this practice are: to foster student interest in earth sciences through community service; to enhance university outreach through interactions with communities; to enhance students' learning ability by applying course knowledge to real-world problems; and to encourage the student-centered learning process and team-work as cooperative learning. Favorable responses from both students and local community leaders show that service-learning is an effective way to improve geological undergraduate learning. Educational levels: Graduate or professional

Sustaining K-12 Professional Development in Geology: Recurrent Participation in RockCamp

Researchers surveyed repeat attendees in a geology professional development program known as RockCamp in order to determine the reasons for their sustained involvement in this program. This article describes their findings, which suggest that the teachers' sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community. Most teachers cited such reasons as efficacy, fun, right time of life, and support, as well as content, friendship, and methodology as reasons for their continued participation in the program. Educational levels: Graduate or professional

The beginnings of geography teaching and research in the University of Glasgow: the impact of J.W. Gregory

J.W. Gregory arrived in Glasgow from Melbourne in 1904 to take up the post of foundation Professor of Geology in the University of Glasgow. Soon after his arrival in Glasgow he began to push for the setting up of teaching in Geography in Glasgow, which came to pass in 1909 with the appointment of a Lecturer in Geography. This lecturer was based in the Department of Geology in the University's East Quad. Gregory's active promotion of Geography in the University was matched by his extensive writing in the area, in textbooks, journal articles and popular books. His prodigious output across a wide range of subject areas is variably accepted today, with much of his geomorphological work being judged as misguided to varying degrees. His 'social science' publications - in the areas of race, migration, colonisation and economic development of Africa and Australia - espouse a viewpoint that is unacceptable in the twenty-first century. Nonetheless, that viewpoint sits squarely within the social and economic traditions of Gregory's era, and he was clearly a key 'Establishment' figure in natural and social sciences research in the first half of the twentieth century. The establishment of Geography in the University of Glasgow remains enduring testimony of J.W. Gregory's energy, dedication and foresight