Download Scientific Reasoning 2016 - Indiana University Northwest

Assessment of General Education Scientific Reasoning Principle in
GEOL-G 101 Introduction to Earth Science course
Department of Geosciences
College of Arts and Sciences
Indiana University Northwest
Scientific Reasoning, as defined in IU Northwest General Education guidelines, has the following two
required outcomes:
•
•
Demonstrate the ability and explain how scientific theories are formulated, tested, and
validated
Demonstrate the ability to integrate and apply scientific methods which include defining
parameters of problem, seeking relevant information, subjecting proposed solutions to rigorous
testing and drawing conclusions based on the process
GEOL-G 101 Introduction to Earth Science course is a large (50-70 students) introductory level
science course that attracts many IU Northwest students of various majors. This course provides an
integrated and interdisciplinary approach to a true understanding of our planet. Earth science includes
and applies knowledge from biology, chemistry, physics, ecology, and mathematics to solve and
understand complex interdisciplinary issues. Everything we do each day is connected in some way to
Earth: to its land, water, air, plants, and animals. The food we eat, the water we drink, our homes and
offices, the clothes we wear, the energy we use, and the air we breathe are all grown in, taken from,
surround, or move through the planet. If we are to continue extracting resources to maintain a high
quality of life, then we, as individuals and citizens, need to know more about our planet — its processes,
its resources, and its environment. And only through Earth science education can students understand
and appreciate our complex planet.
Please refer to Assessment plan (attached) for further description of specific geology topics.
We assessed Scientific Reasoning Principle by testing students’ understanding of the Plate
Tectonics Theory through a series of objective questions that were incorporated on Exam 2 in each
section of GEOL-G 101 course. The questions, which were prepared by all faculty teaching GEOL-G 101
course, were:
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1. The arrows on this image are drawn
based on the __________________.
a.
b.
c.
d.
Evolution Theory
Theory of Relativity
Plate Tectonics Theory
Big Bang Theory
2. Which of the following geologic
features would NOT form as a result
of the current plate movement?
a.
b.
c.
d.
volcanoes
earthquakes
new ocean crust
deep sea trenches
3. Young ocean crust makes up the floor of the
Red Sea. It is likely that some parts of the Red
Sea floor are younger than others. Predict
where the crust is likely the youngest.
The arrows show relative motion of the plates
a. in two thin linear belts along the shores of the Arabian Peninsula and the coast
of northeastern Africa
b. there is likely a random pattern of younger and older ocean crust that makes up
the floor of the Red Sea.
c. in a thin linear belt running lengthwise along the center of the Red Sea floor.
d. along the southern tip of the Red Sea close to where it meets the Gulf of Aden
4. One good way to test the hypotheses above would be to _________.
a. Test the salinity of sea water from the Red Sea and compare it to sea water from
other locations around the world. The presence of very saline water is good
evidence for new (young) ocean crust below.
b. Look for the presence of a mid-ocean ridge in the Red Sea. This would be good
evidence for the formation of new (young) ocean crust at this location.
c. Look for the presence of a subduction zone in the Red Sea. This would be good
evidence for the formation of new (young) ocean crust at this location.
d. Compare the chemical composition of rocks from areas you predict are the
youngest to areas you predict are somewhat older. Rocks from the youngest sea
floor will have higher silica (SiO2) concentrations.
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5. If the current rates of plate movements continue for next 20 million years, there would
be
a.
b.
c.
d.
closure of Red Sea and East African Rift accompanied with mountain building.
much wider Red Sea connected to new and younger sea in East Africa.
subduction of East Africa under Arabian Peninsula accompanied with volcanism.
no change in the size of Red Sea and transform motion between Africa and
Arabian Peninsula.
Each of the questions assessed one or more of general education outcomes or separate parts of
the outcome. In Fall semester 2014 three sections of GEOL-G 101 had 148 students taking Exam 2 and
answering the following questions:
Question 1, with an accompanying map which contains arrows that show relative plate motions,
assessed students ability to explain how Plate Tectonics Theory is formulated.
141 or 95.3% of students answered this question correctly.
Question 2 assessed students’ ability to integrate scientific method of recognizing the specific
type of plate boundary (divergent), and seeking relevant information (arrows direction), to draw
conclusion that deep sea trenches are not found in these areas.
78 or 52.7% of students answered this question correctly.
Question 3 assessed students’ ability to define parameters of problem (youngest crust location)
and validate explanation of Plate Tectonics Theory (youngest crust occurs in the center of the divergent
plate boundary).
89 of 60.1% of students answered this question correctly.
Question 4 assessed student’s ability to test Plate Tectonics Theory which states that mid-ocean
ridges are found in the centers of divergent plate boundaries.
74 or 50% of students answered this question correctly.
Question 5 assessed student’s ability to validate Plate tectonics Theory, and draw conclusion
based on the process of plate motion, that 20 million years from now Red Sea will be much wider and
connected to new, younger sea in East Africa.
120 or 81.1% of students answered this question correctly.
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We were not satisfied with assessment results, especially in questions 2,3, and 4, and we decided to
rephrase or change some of the questions, in order to simplify the process. Same three instructors used
three sections of GEOL-G 101 in Spring Semester 2015, with a total of 139 students taking Exam 2. The
following is a list of revised questions used in our assessment:
Exam 2 (New version)
Name ____________
1. This is a map of eastern Africa and the Arabian
Peninsula. The arrows indicate the relative
movement of the plates. Which type of plate
boundary is represented on this map?
a. Divergent
b. Convergent
c. Transform
2. The arrows on this image are drawn
based on the __________________.
a. Evolution Theory
b. Theory of Relativity
c. Plate Tectonics Theory
d. Big Bang Theory
3. In class we learned that different types of plate
motions (and plate boundaries) are associated
with different geologic features. Look carefully
at the relative plate motion indicated by the
arrows. Which of the following geologic
features WOULD NOT be associated with the
plate motion shown below?
a. Earthquakes
b. new ocean crust
The arrows show relative motion of the
plates.
c. deep sea trenches
d. volcanoes
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4. Turn your attention to the Red Sea on the map above. New ocean crust makes up the
floor of the Red Sea. While the entire sea floor is young, some parts of the Red Sea floor
are younger than others. Predict where you would expect to find the youngest ocean
crust.
a. Along the shores of the Arabian Peninsula and northeastern Africa
b. There is likely a random pattern of younger and older ocean crust that makes up
the floor of the Red Sea.
c. In a linear belt along the center of the Red Sea floor.
d. At the southern tip of the Red Sea where it meets the Gulf of Aden
5. Hypothesis testing: Assume that you have unlimited resources available to conduct any
type of test or find any type of geologic feature. Which of the following would best help
you find the location of the youngest crust that makes up the Red Sea floor?
a. Test the salinity of sea water from the Red Sea and compare it to sea water from
other locations around the world. The highest salinity would be associated with
the youngest ocean crust
b. Try to locate a mid-ocean ridge in the Red Sea, because new (young) ocean crust
forms at mid-ocean ridges.
c. Try to locate a subduction zone in the Red Sea because new (young) ocean crust
forms in subduction zones.
d. Test the silica (SiO2) content of different rocks that make up the Red Sea floor.
Rocks with the highest silica content are the youngest.
6. Turn your attention once again to the Red Sea and to the Rift Valleys in Eastern Africa.
Which choice best describes a likely scenario for both locations if the current plate
motion continued for a long period of time (20 million years or so)?
a. Red Sea could close and high mountains could form in the East African Rift
valleys
b. Red Sea could widen, and linear seas could occupy widening East African Rift
valleys.
c. East Africa could subduct under the Arabian Peninsula and large composite
cones/stratovolcanoes could form in the Red Sea.
d. The size of Red Sea would not change and transform faults could cause East
Africa to fall into the Indian Ocean.
Results:
Question 1, with an accompanying map which contains arrows that show relative plate motions,
assessed students ability to explain type of Plate boundary shown.
135 or 97.1% of students answered this question correctly.
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Question 2, with an accompanying map which contains arrows that show relative plate motions,
assessed students ability to explain how Plate Tectonics Theory is formulated.
136 or 97.8% of students answered this question correctly.
Question 3 assessed students’ ability to integrate scientific method of recognizing the specific
type of plate boundary (divergent), and seeking relevant information (arrows direction), to draw
conclusion that deep sea trenches are not found in these areas.
79 or 54.0% of students answered this question correctly.
Question 4 assessed students’ ability to define parameters of problem (youngest crust location)
and validate explanation of Plate Tectonics Theory (youngest crust occurs in the center of the divergent
plate boundary).
80 of 57.6% of students answered this question correctly.
Question 5 assessed student’s ability to test Plate Tectonics Theory which states that mid-ocean
ridges are found in the centers of divergent plate boundaries.
74 or 53.2% of students answered this question correctly.
Question 6 assessed student’s ability to validate Plate tectonics Theory, and draw conclusion
based on the process of plate motion, that 20 million years from now Red Sea will be much wider and
connected to new, younger sea in East Africa.
118 or 84.9% of students answered this question correctly.
Even though we saw some improvement in students grasping scientific reasoning principle, we
were not satisfied with their overall performance. The department decided to assess this
principle in a new format: We will assess student performance in GEOL-G 101 class by Field Trip
Project, which contains all important elements of scientific reasoning: formulating hypotheses,
collecting the data, testing the hypotheses, and writing a scientific report.
Zoran Kilibarda, Chair
September 1, 2015
Department of Geosciences
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