Using Mobile Technologies to Enhance Accessibility and Inclusion in Field-Based Learning

The relevance of field education in the geosciences has been subject to increasing scrutiny, in part due to the exclusionary nature of traditional field practices that require independent work and physical agility. As an alternative, this article presents strategies for increasing accessibility and inclusion in collaborative field-based education through the use of mobile technologies. We present a series of examples to show how the use of mobile technologies in the field can enable collaborative observation, data collection, data sharing, and interpretation. The strategies developed in these examples provide equitable access to instruction, peer engagement, and participation in every field exercise. We suggest that technological approaches to accessibility and inclusion in the field can facilitate opportunities for all students to gain field experiences that are an important component of geoscience education

Exploring the Reasons for the Seasons Using Google Earth, 3D Models, and Plots

Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth\u27s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth\u27s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students\u27 experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students\u27 misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view

A critical incident analysis of inclusive fieldwork with students as co-researchers

This paper presents findings from a collaborative research project with students and lecturers that explored the integration of technology to enhance accessibility and inclusion in fieldwork education. The project set out to involve students as co-researchers to broaden the insights of the research team, and purposely included the diverse perspectives and experiences of students and lecturers with physical-mobility disabilities. Through analysing three critical incidents from two residential field trips, we developed a set of practical recommendations for using technology to facilitate the inclusion of students with disabilities in field courses. Reflecting on this study and the process of engaging with students as co-researchers, we offer recommendations for implementing equitable and inclusive fieldwork and working collaboratively with students to develop inclusive field experiences