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Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology

Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology

Renee M. Clary, James H. Wandersee
Copyright: © 2015 |Pages: 19
ISBN13: 9781466673632|ISBN10: 146667363X|EISBN13: 9781466673649
DOI: 10.4018/978-1-4666-7363-2.ch074
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MLA

Clary, Renee M., and James H. Wandersee. "Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology." STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 1378-1396. https://doi.org/10.4018/978-1-4666-7363-2.ch074

APA

Clary, R. M. & Wandersee, J. H. (2015). Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology. In I. Management Association (Ed.), STEM Education: Concepts, Methodologies, Tools, and Applications (pp. 1378-1396). IGI Global. https://doi.org/10.4018/978-1-4666-7363-2.ch074

Chicago

Clary, Renee M., and James H. Wandersee. "Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology." In STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1378-1396. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7363-2.ch074

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Abstract

The focus of this chapter is an exploration of integrated geology and biology learning—from past to present. The chapter explains why active and integrated geological and biological learning became the lodestar of the authors' decade-long EarthScholars Research Group's research program. The authors argue that using an active and integrated geobiological pedagogical approach when teaching geology or biology provides natural opportunities for students to learn and do authentic scientific inquiry in a manner similar to how contemporary scientists conduct their work. The authors further review research that concerns the active, integrated geobiological science learning approach—in middle school, secondary, and college classrooms, laboratories, and field studies. The authors favor a gradual course transition to this pedagogy, while highlighting the advantages of adopting such an approach—both for teachers and students. Finally, the authors conclude the chapter with challenges and future directions in the design of active, integrated geobiological science learning environments.

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