Making Earth Science Accessible: Using Exploration-Based Activities and 3D-Modeled Fossils as Tools to Introduce Geoscience Concepts in the Classroom

Author

Mattea Horne, Western Washington UniversityFollow

Date of Award

Spring 2025

Document Type

Masters Thesis

Department or Program Affiliation

Geology

Degree Name

Master of Science (MS)

Department

Geology

First Advisor

Dahl, Robyn

Second Advisor

Hanley, Daniel M., 1973-

Third Advisor

Burgess, Don, 1957-

Fourth Advisor

Foreman, Brady

Abstract

Despite the 2013 rollout of the Next Generation Science Standards (NGSS), undertaking true exploration and inquiry in science class remains an experience mostly limited to higher education in the United States. Expanding access to geoscience education – which naturally relies on uncertainty and inquiry – will be vital to improve students’ learning outcomes and attitudes towards STEM. However, those curricula remain largely inaccessible due to a dearth of qualified, confident educators and public bias that favors biology, chemistry, and physics courses, which are all graduation requirements for US public high schools.

This study analyzes whether a self-developed, NGSS-aligned educational activity is effective at introducing geology and paleontology concepts in a variety of class environments, and whether students’ participation in the activity changes their attitudes towards STEM. “Paleontologists For A Day” is a hands-on, inquiry-based activity that uses 3D modeled jawbone fossils to guide students and educators through an exploration of critical concepts such as deep time, functional morphology, and paleoclimate. With the help of teachers at 9 educational institutions around the US, I tested the activity in middle school, high school, and college class- rooms, using pre- and post-test Likert-type surveys to assess students’ learning outcomes and changes in their science identities (SIs).

Statistical analyses showed significant increases in students’ proficiency with the concepts after participating in the activity, regardless of race or ethnicity (p < 0.05), and their self-reported learning outcomes matched the initial learning targets. This included two students who wrote that they “learned that [they] like paleontology”, supporting the activity’s potential as a gateway into paleoscience and geoscience. Additionally, those who self-identified as women and/or disabled were more likely to experience positive SI changes than men and/or non-disabled students, indicating that utilizing this activity – and developing more like it – may be essential for the development of new scientists around the world. Overall, this suggests that “Paleontologists For A Day” successfully integrates geology and paleontology concepts into a variety of courses for a wide range of ages and emphasizes the necessity of including true inquiry and exploration in all STEM curricula for the long-term benefit of young scientists.

Type

Text

Keywords

Science education, geoscience, Earth science, education, STEM, 3D Models, geology, paleontology, fossils, hands on learning

Publisher

Western Washington University

OCLC Number

1522758855

Subject – LCSH

Earth sciences--Study and teaching--United States; Geology--Study and teaching--United States; Paleontology--Study and teaching--United States; Fossils--Study and teaching--Computer-assisted instruction; Science--Study and teaching--Aids and devices; Three-dimensional modeling

Geographic Coverage

United States

Format

application/pdf

Genre/Form

masters theses

Language

English

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Recommended Citation

Horne, Mattea, "Making Earth Science Accessible: Using Exploration-Based Activities and 3D-Modeled Fossils as Tools to Introduce Geoscience Concepts in the Classroom" (2025). WWU Graduate School Collection. 1376.
https://cedar.wwu.edu/wwuet/1376