Page 8 - Laboratory Manual in Physical Geology

Preface

Laboratory Manual in Physical Geology is produced under New Format and Pedagogical Framework
the auspices of the American Geosciences Institute (AGI)
■ Big Ideas and Engaging Chapter Openers. Every lab-
and the National Association of Geoscience Teachers
oratory opens with an engaging image and Big Ideas,
(NAGT). For decades it has been the most widely adopted
which are the overall conceptual themes upon which
manual available for teaching laboratories in introductory
the laboratory is based. Big Ideas are concise state-
geology and geoscience. This new edition is more user-
ments that help students understand and focus on how
friendly than ever, with a new pedagogical format and
all parts of the laboratory are related.
many more teaching and learning options. It is now backed
■ Think About It—Key Questions. Every activity is
by MasteringGeology, the most effective and widely used
based on a key question that is linked to the Big Ideas
online homework, tutorial, and assessment platform in the
and can be used for individualized or think-pair-share
Geosciences, GeoTools (ruler, protractor, UTM grids, sedi-
learning before or after the activity. Think About It
ment grain size scale, etc.), an Instructor Resource Guide,
questions function as the conceptual “lenses” that
and resources on the Instructor’s Resource DVD.
frame student inquiry and promote critical thinking
The idea for this jointly sponsored laboratory manual
and discourse. Schematic questions target the cognitive
was proffered by Robert W. Ridky (past president of NAGT
domain of psychology, are meant to help students assim-
and a member of the AGI Education Advisory Commit-
ilate to the topic (apply their existing schemata), and
tee), who envisioned a manual made up of the “best labo-
lay a constructivist conceptual foundation for scaffold-
ratory investigations written by geology teachers.” To that
end, this product is the 28-year evolution of the cumula- ing to new concepts and skills of the topic. Engaging

questions target the affective domain of psychology,
tive ideas of more than 225 contributing authors, faculty
are open ended questions with more than one possible
peer reviewers, and students and faculty who have used past
answer, and are meant to foster interest in the topic.
editions.
When used in a brief think-pair-share or class brain-
storming activity at the start of an activity, these ques-
New to This Edition tions often foster curiosity and cognitive disequilibrium
that leads to authentic questions by students.
In the tenth edition there are numerous new activities and
■ Guided and Structured Inquiry Activities. Every
figures, dynamic pedagogical changes, and practical revi-
laboratory begins with a guided inquiry activity. It is
sions that have been made at the request of faculty and stu-
designed to be both engaging and schematic and could
dents who have used past editions. The new features in this
be used for individualized or cooperative learning. The
edition are listed below:
guided inquiry activity is followed by activities that are
more structured, as in past editions. All of the activities
Pre-Lab Videos have objectives framed in relation to Bloom et al. levels
Pre-Lab videos are found on the chapter- of critical thinking.
opening spreads of each lab, and are ■ Reflect and Discuss Questions. Every activity con-
accessed via QR code or direct web-link. cludes with a Reflect and Discuss question designed to
These videos will ensure students come to foster greater accommodation of knowledge by having
lab better prepared and ready to immedi- students apply what they learned to a new situation or
ately jump into the lab exercise. No longer to state broader conceptual understanding.
do instructors have to spend the first portion of hands- ■ Manipulatives. Manipulatives are integrated with most
on lab time lecturing. The videos will review key concepts activities. They provide opportunities for assimilation
relevant to the lab exercise during the students’ own pre- and accommodation based on real objects or models,
paratory time. The videos, created by Callan Bentley, are are designed to target the psychomotor domain of psy-
personable and friendly, and assure students that they will chology, and can be used to foster curiosity and cogni-
be able to successfully complete the lab activities by fol- tive disequilibrium that leads to authentic questions by
lowing a clear series of steps. students.
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