The Hidden Earth: Visualization of Geologic Features and their Subsurface Geometry

Geology is among the most visual of the sciences, with spatial reasoning taking place at various scales and in various contexts. Among the spatial skills required in introductory college geology courses are spatial rotation (rotating objects in one's mind), and visualization (transforming an object in one's mind). To assess the role of spatial ability in geology, we designed an experiment using (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around innovative QuickTime Virtual Reality (QTVR) movies. Two introductory geology modules were created – visualizing topography and interactive 3D geologic blocks. The topography module was created with Authorware and encouraged students to visualize two-dimensional maps as three-dimensional landscapes. The geologic blocks module was created in FrontPage and covered layers, folds, faults, intrusions, and unconformities. Both modules had accompanying worksheets and handouts to encourage active participation by describing or drawing various features, and both modules concluded with applications that extended concepts learned during the program. Computer-based versions of paper-based tests were created for this study. Delivering the tests by computer made it possible to remove the verbal cues inherent in the paper-based tests, present animated demonstrations as part of the instructions for the tests, and collect time-to-completion measures on individual items. A comparison of paper-based and computer-based tests revealed significant correlations among measures of spatial orientation, visualization and achievement. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. Pre-test scores on the visualization and geospatial measures were significantly lower for the experimental than for the control group, while post-test scores were the same. A two-way analysis of variance revealed significant main effects and a significant interaction. The unexpected initial differences between the groups resulted from an uneven gender distribution, with females dominating the experimental group and males the control group. The initial scores of females were lower than those of males, whereas the final scores were the same. This demonstrates that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

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