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Geological time, biological events and the learning transfer problem

From Decoding the Disciplines
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Abstract

Comprehension of geologic time does not come easily, especially forstudents who are studying the earth sciences for the first time. This projectinvestigated the potential success of two teaching interventions that weredesigned to help non-science majors enrolled in an introductory geology classgain a richer conceptual understanding of the geologic time scale. Our researchcentered on the results of those interventions since we hypothesized that studentswho correctly answered exam questions on relative geologic time early in thesemester would be able to respond with equal facility to exam questions at the endof the semester that asked them to apply relative geologic time to associatedbiologic events.

Bibliographic data

Johnson, C. C., Middendorf, J., Rehrey, G., Dalkilic, M. M., & Cassidy, K. (2014). Geological time, biological events and the learning transfer problem. Journal of the Scholarship of Teaching and Learning, 115-129.Johnson, C. C., Middendorf, J., Rehrey, G., Dalkilic, M. M., & Cassidy, K. (2014). Geological time, biological events and the learning transfer problem. Journal of the Scholarship of Teaching and Learning, 115-129.

External source

https://scholarworks.iu.edu/journals/index.php/josotl/article/download/4667/19473/

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