Skip to main content Accessibility help
×
Home
Hostname: page-component-55b6f6c457-rq6d8 Total loading time: 0.253 Render date: 2021-09-26T13:40:37.843Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

Integrating Macrostrat and Rockd into Undergraduate Earth Science Teaching

Published online by Cambridge University Press:  20 October 2018

Phoebe A. Cohen
Affiliation:
Williams College, Massachusetts
Rowan Lockwood
Affiliation:
College of William and Mary, Virginia
Shanan Peters
Affiliation:
University of Wisconsin, Madison

Summary

New online resources are opening doors for education and outreach in the Earth sciences. One of the most innovative online earth science portals is Macrostrat and its mobile client Rockd - an interface that combines geolocated geological maps with stratigraphic information, lithological data, and crowd-sourced images and descriptions of outcrops. These tools provide a unique educational opportunity for students to interact with primary geological data, create connections between local outcrops and global patterns, and make new field observations. Rockd incorporates an aspect of social media to its platform, which creates a sense of community for users. This Element outlines these resources, gives instructions on how to use them, and provides examples of how to integrate these resources into a variety of paleontology and earth science courses.
Get access
Type
Element
Information
Online ISBN: 9781108681445
Publisher: Cambridge University Press
Print publication: 29 November 2018
Copyright
© The Paleontological Society 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B. & Zamudio, K. R. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. Cell Biology Education, 16, 16.Google ScholarPubMed
Bursztyn, N. & Pederson, J. (2015). Utilizing geo-referenced mobile game technology for universally accessible virtual geology field trips. International Journal of Education in Mathematics, Science and Technology, 3, 93100.CrossRefGoogle Scholar
Carabajal, I. G., Marshall, A. M. & Atchison, C. L. (2018). A synthesis of instructional strategies in geoscience education literature that address barriers to inclusion for students with disabilities. Journal of Geoscience Education, 65, 531541.CrossRefGoogle Scholar
Dennen, V. P. & Hao, S. (2014). Intentionally mobile pedagogy: the M-COPE framework for mobile learning in higher education. Technology, Pedagogy and Education, 23, 397419.CrossRefGoogle Scholar
Elkins, J. T. (2009). Using portable media players (iPod) to support electronic course materials during a field-based introductory geology course. Journal of Geoscience Education, 57, 106112.CrossRefGoogle Scholar
Elkins, J. T. & Elkins, N. M. L. (2018). Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55, 126132.CrossRefGoogle Scholar
Finnegan, S., Heim, N. A., Peters, S. E. & Fischer, W. W. (2012). Climate change and the selective signature of the Late Ordovician mass extinction. Proceedings of the National Academy of Sciences of the United States of America, 109, 68296834.CrossRefGoogle ScholarPubMed
Gikas, J. & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 1826.CrossRefGoogle Scholar
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A. B. & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341, 14551456.CrossRefGoogle ScholarPubMed
Huntoon, J. E. & Lane, M. J. (2007). Diversity in the geosciences and successful strategies for increasing diversity. Journal of Geoscience Education, 55, 447457.CrossRefGoogle Scholar
Husson, J. M. & Peters, S. E. (2017). Atmospheric oxygenation driven by unsteady growth of the continental sedimentary reservoir. Earth and Planetary Science Letters, 460, 6875.CrossRefGoogle Scholar
Linn, M. C., Palmer, E., Baranger, A., Gérard, E. & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347, 627.CrossRefGoogle ScholarPubMed
McGreen, N. & Arnedillo Sánchez, I. (2005). Mapping challenge: A case study in the use of mobile phones in collaborative, contextual learning. Mobile Learning, 213217.
National Center for Science and Engineering Statistics. (2015). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2015, Spec. Rep. NSF 15–311. National Science Foundation, Arlington, VA.
Nelsen, M. P., DiMichele, W. A., Peters, S. E. & Boyce, C. K. (2016). Delayed fungal evolution did not cause the Paleozoic peak in coal production. Proceedings of the National Academy of Sciences of the United States of America, 113, 24422447.CrossRefGoogle Scholar
Peters, S. E. & Gaines, R. R. (2012). Formation of the “Great Unconformity” as a trigger for the Cambrian explosion. Nature, 484, 363366.CrossRefGoogle ScholarPubMed
Peters, S. E., Husson, J. M. & Czaplewski, J. (2018). Macrostrat: A Platform for Geological Data Integration and Deep-Time Earth Crust Research. Geochem. Geophys. Geosyst., 19, 13931409.CrossRefGoogle Scholar
Rissing, S. W. & Cogan, J. G. (2009). Can an inquiry approach improve college student learning in a teaching laboratory? Cell Biology Education, 8, 5561.Google Scholar
Styers, D. M. (2018). Using big data to engage undergraduate students in authentic science, Journal of Geoscience Education, 66, 1224.CrossRefGoogle Scholar
Taleb, Z. & Sohrabi, A. (2012). Learning on the move: The use of mobile technology to support learning for university students. Procedia – Social and Behavioral Sciences, 69, 11021109.CrossRefGoogle Scholar
11
Cited by

Send element to Kindle

To send this element to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Integrating Macrostrat and Rockd into Undergraduate Earth Science Teaching
Available formats
×

Send element to Dropbox

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox.

Integrating Macrostrat and Rockd into Undergraduate Earth Science Teaching
Available formats
×

Send element to Google Drive

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive.

Integrating Macrostrat and Rockd into Undergraduate Earth Science Teaching
Available formats
×