Visual cues have been shown to play an important role in how students learn and recall information about Earth processes. In this pilot study, we have investigated the role of visual cues on studentís ability to analyze a groundwater contamination case study. Ninth grade students (n = 47) where given a short multiple choice quiz to assess their basic content knowledge. This was immediately followed by their analysis of a case study involving the identification of the source of arsenic contamination in groundwater. The scenario provides students with background information on possible arsenic sources, including industrial processes, pressure treated lumber, and embalming fluids. Results show that while students, randomly distributed among three subsets, scored equally well on the multiple choice quiz, their response to identification of the source area varied by the visual cue supplied. Feedback from the pilot study indicates some changes are needed before a full scale study is completed.
|Presenter:||Mindy Bader (Undergraduate Student)|
|Location:||Fireside Lounge, Seymour Union|
|Time:||11:10 am (Session II)|