iEarth Education Research Publication Series

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Project: "Active learning in the Geoscience curriculum"

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Authors: Robert Kordts, Kjersti Birkeland Daae, Mirjam Glessmer, Eirun Gandrud, Mahaut de Vareilles

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Funding from iEarth: 137 200 NOK in 2023

Exploring Student Perspectives on Active Learning in Geosciences

In recent years, active learning methods have become more common in university courses, including geosciences. Active learning involves engaging students in activities and discussions during and outside of class, rather than passively listening to lectures. This study, a collaboration between the University of Bergen's Geophysical Institute and the Department of Education, explored how students in a geoscience course perceive active learning and its impact on their learning experience.

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What We Did: We collected feedback from students using two methods: a mid-semester Teaching Analysis Poll (TAP) and focus group interviews. The TAP allowed us to collect anonymous student feedback on what worked well and what could be improved in the course. The focus group interviews provided deeper insights into students' views on various aspects of active learning, including group discussions, experiments, and assessments.

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Key Findings: Engagement and Metacognition: Students generally appreciated active learning methods, noting that these approaches helped them stay engaged and think critically about their learning. They particularly valued activities that involved group work and hands-on experiments.

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Challenges: Despite the benefits, students also highlighted challenges. Many felt that active learning increased their workload and created uncertainty, particularly regarding assessments. Some students expressed frustration with balancing the demands of active learning with their other responsibilities.

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Instructor Support: The effectiveness of active learning was closely tied to the quality of instruction. Students emphasized the importance of well-prepared instructors who could guide discussions and provide timely feedback.

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Assessment Concerns: Traditional exams were often seen as misaligned with active learning methods. Students suggested that assessments should better reflect the interactive and practical nature of the course.

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Practical Implications: These findings highlight the importance of careful planning and support when implementing active learning in higher education. While active learning can enhance student engagement and critical thinking, it requires clear communication, appropriate assessment strategies, and strong instructor involvement. By addressing these challenges, educators can make active learning more effective and enjoyable for students.

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This study is part of a broader effort to improve teaching and learning in geosciences, and we hope it encourages ongoing dialogue between students and instructors to refine active learning approaches.

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Read the iEarth Education Research Publication here