Surpless, B., Bushey, M., & Halx, M. (2014). Developing Scientific Literacy in Introductory Laboratory Courses: A Model for Course Design and Assessment. Journal of Geoscience Education, 62(2), 244鈥�263.
This is an example of a significant redesign for an introductory physical geology laboratory course based on research that demonstrates the efficacy of learning through active participation, interpretation, iteration, and reflection within an explicit scientific process context. In addition, new activities were added that involved the use of two new instruments to improve student understanding of qualitative and quantitative elemental analyses. A new course reader was developed that provided background materials for each activity and a new focus on the scientific process. Changes in student learning were assessed by multiple sources: in-class observations, student鈥搃nstructor discussions, pre- and post-learning questionnaires, pre-laboratory quizzes, course activities completed during class time, modified post-activity reflection questions, practical examinations, and a final examination. Results (n=170) imply improved understanding of the scientific process and the nature of science; improved understanding of qualitative and quantitative elemental research methods; and improved understanding of the applicability of scientific research to real-world problems. Recommendations are included on how to transfer the curriculum development model to other geosciences departments and science disciplines.