Designing technology-enhanced active learning environments for the undergraduate geoscience classroom

This chapter reports on a multiyear collaborative research effort between geosciences and education, focusing on the design and evaluation of modules to engage undergraduate students in science reasoning skills. A design-based research approach was used to design active learning modules to engage students in a large general education undergraduate course in natural hazards, as well as to integrate mobile devices in an upper-level undergraduate course on the same topic. Over two iterations of each course, we were able to identify design features that supported student reasoning, as well as design of technology-enhanced learning within an undergraduate classroom supportive of collaborative student engagement in science reasoning.

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