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Development of Spatial Thinking in Field and Structural Geology Courses

Development of Spatial Thinking in Field and Structural Geology Courses. Kim Hannula Fort Lewis College. Spatial thinking in geosciences.

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Development of Spatial Thinking in Field and Structural Geology Courses

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  1. Development of Spatial Thinking in Field and Structural Geology Courses Kim Hannula Fort Lewis College

  2. Spatial thinking in geosciences “Next generation graduates should be able to think critically and readily solve problems, especially those requiring spatial and temporal (i.e. 3D and 4D) interpretations.” “Field experience plays a key role in 3D visualization skills…” - Future of Undergraduate Geoscience Education: Summary Report for Summit on Future of Undergraduate Geoscience Education, Jan. 10-12, 2014

  3. Approach: spatial thinking in sophomores & juniors • Fort Lewis College • Location: Durango, Colorado • Course sequence – spatial and field geology: • Intro course (freshman) • Field Methods I (sophomore) • Structural Geology (junior) • Field Camp (summer between junior and senior year)

  4. Field Methods vs Structure • Field Methods I • (2 sections; 36 students) • Measuring strike and dip • Geologic mapping • Cross-sections • Structural Geology • (1 section; 27 students) • Interpret 3D shapes based on field and map data • Create 2D representations of 3D structures • Use 3D descriptive statistics

  5. Tests: Water Level Task Goal: understand horizontal Application: strike and dip Based on Liben, 1991 Image: Reynolds et al., Exploring Geology

  6. Tests: Geologic Block Cross-sectioning Test Ormand et al., 2014 Instructions: Study the geologic structure that is displayed in the 3-D block diagram Determine what the cross-section of the geologic structure would look like on the vertical plane intersecting the block. Choose the multiple choice answer that best represents how the structure would appear along that plane.

  7. Why these tests?Application: Geosteering jobs in “horizontal” drilling • Geosteering job: • Hit a 7-ft-thick dipping layer, thousands of feet underground • Stay within the target Well “Horizontal” section of well Target layer (7 feet thick)

  8. Results: Water level task pre-tests • Water level ability high before class began. Categories from Liben et al., 2011, Cognition and Instruction v. 29

  9. Results: Geologic Block Cross-sectioning Test • Both courses: • Large variation amongst students • Median improved during each semester • Max score 15 • Field Methods: • Skewed distribution at end of class • Structure: • Pre-test scores similar to Methods post-test • Still skewed in post-test

  10. Did GBCT scores improve during each course?

  11. Discussion: Individual changes Change in average

  12. Discussion: Paired changes • Median improvement: 3 • Median improvement same in both courses • Some students did worse on the post-test

  13. Discussion: Who didn’t improve? • Methods: • 4 students • Declines all started below average • Structure: • 6 students • Declines near or below average

  14. Final Thoughts Conclusion: • High water level ability: understanding horizontal isn’t the challenge • Improvements in GBCT each semester • Juniors start where sophomores ended Caveats: • Not true longitudinal study Next steps: • Follow 2014 Methods students through Structure • Look at types of errors made • One quarter of structure students didn’t improve – how to help them?

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