dG l i E ti d Fi ld M i L f 3rd d d t fi ld h lGeologic Expertise and Field Mapping: Lessons from a 3rd year undergraduate field schoolGeologic Expertise and Field Mapping: Lessons from a 3rd year undergraduate field schoolGeologic Expertise and Field Mapping: Lessons from a 3 year undergraduate field schoolg p pp g y gg g y g

J h L C lkiJoshua L CaulkinsJoshua L CaulkinsJoshua L. CaulkinsDepartment of Earth and Ocean Sciences The Uni ersit of British Col mbia Vanco er CanadaDepartment of Earth and Ocean Sciences The University of British Columbia Vancouver CanadaDepartment of Earth and Ocean Sciences, The University of British Columbia, Vancouver, Canadap , y , ,

I t d ti d Obj ti M th d l R lt L f i N iIntroduction and Objectives Methodology Results: Low-performing NovicesIntroduction and Objectives Methodology Results: p gHi h f i N i

W k t d l d i l th d f t hi fi ld Vid i t i f ti i t d GPS it d t d ti i t l ti hil GPS T kHigher-performing Novices

We seek to develop new pedagogical methods for teaching field Video interviews of participants and GPS units used to record participant location while GPS Tracks E t P iWe seek to develop new pedagogical methods for teaching field Video interviews of participants and GPS units used to record participant location while GPS Tracks Expert Pairl t d d t t d t St di th t l i t i d I t i f t t (1) f d i t i ith i fgeology to undergraduate students. Studies on the way expert geologists mapping were used. Interviews were of two types: (1) focused interviews with a series ofgeology to undergraduate students. Studies on the way expert geologists mapping were used. Interviews were of two types: (1) focused interviews with a series of

map in the field may assist in that process One of the field courses at the questions and (2) relatively informal interviews conducted with actively mapping pairs E i i f hmap in the field may assist in that process. One of the field courses at the questions and (2) relatively informal interviews conducted with actively mapping pairs. Examination of thep y p q ( ) y y pp g p Examination of the University of British Columbia EOSC 328 provided us with an GPS t k d t iUniversity of British Columbia, EOSC 328, provided us with an GPS track data is on-y , , p

i d b h d i i l fi ld i h i i i f ( ) hi h d d b h i h fi ld dGPS track data is on

opportunity to study both experts and novices in a novel field setting The Interviews: During interviews of type (1) which were conducted both in the field and i d h topportunity to study both experts and novices in a novel field setting. The Interviews: During interviews of type (1) , which were conducted both in the field and going and has proven topp y y p gk fi ld h l ff d 3rd d i E h

g yp ( ) ,b k d d k d h h i d h l i h

going and has proven to course a two-week field school offered to 3rd year students in our Earth back at camp students and experts were asked to show on their map and then explain what be a challengingcourse, a two week field school offered to 3 year students in our Earth back at camp, students and experts were asked to show on their map and then explain what be a challenging

d O S i Oli BC t i t 5 d b d k th i i l th h d b i t th i iti ti f i th t d Thbe a challenging

and Ocean Science program near Oliver BC contains two 5-day bedrock their mapping plan or path had been prior to the initiation of mapping that day They were endeavor Despite thisand Ocean Science program near Oliver, BC, contains two, 5 day bedrock their mapping plan or path had been prior to the initiation of mapping that day. They were endeavor. Despite this mapping e ercises and a n mber of 1 da Q aternar geolog e ercises then asked to e plain hat the had seen and to state ho their plans had changed if at all

pmapping exercises and a number of 1-day Quaternary geology exercises. then asked to explain what they had seen and to state how their plans had changed, if at all. challenge wemapping exercises and a number of 1 day Quaternary geology exercises. then asked to explain what they had seen and to state how their plans had changed, if at all. challenge, we Six experts (2 Instructors 4 Teaching Assistants) and 18 student pairs (36 Type (2) interviews were conducted ad hoc usually of experts or students mapping naturally

g ,li i l i d A 1Six experts (2 Instructors, 4 Teaching Assistants) and 18 student pairs (36 Type (2) interviews were conducted ad hoc, usually of experts or students mapping naturally qualitatively examined Area 1p ( , g ) p ( yp ( ) , y p pp g y qualitatively examined Area 1

students) participated in the study in the field Over 15 hours of video footage were collected and transcribed ll t k ll t d N thstudents) participated in the study. in the field. Over 15 hours of video footage were collected and transcribed. all tracks collected North) p p y g all tracks collected d i th Whit L kGPS Tracking: Garmin eTrex units were obtained and placed with each mapping pair during the White LakeGPS Tracking: Garmin eTrex units were obtained and placed with each mapping pair. 0 33 kSt d Obj tiduring the White Lake g p pp g p

h i d d l i d i i k d i l 0 33 kmStudy Objectives exercise and have madeThe unit recorded a location every 10 seconds; participants were asked not to manipulate or0.33 kmStudy Objectives exercise and have made The unit recorded a location every 10 seconds; participants were asked not to manipulate or

1) Id tif t i b h i d h t i ti th h Aerial Photograph of White Lake Area 1 with three examplesy ; p p p

d h d i Th d d d k f h h h fi ld1) Identify expert mapping behaviors and characteristics through Aerial Photograph of White Lake Area 1 with three examples a few preliminaryattempt to read the devices The data produced tracks of movement through the field area1) Identify expert mapping behaviors and characteristics through g p pf GPS k P l L f i d G

a few preliminary attempt to read the devices. The data produced tracks of movement through the field area direct observation in the field Can this behavior be summarized and of GPS tracks: Purple – Low-performing students Green –

p yb ihil i lth h it did t ll t l t d t t h d d tdirect observation in the field. Can this behavior be summarized and of GPS tracks: Purple Low performing students, Green observations:while mapping although some units did not collect complete data sets each day due tod ect obse vat o t e e d. Ca t s be av o be su a ed a d Higher performing students Red Expert mapping pairobservations:while mapping although some units did not collect complete data sets each day due to used to model “ideal” behavior or mapping skills for students? Higher-performing students, Red – Expert mapping pair.ti d iused to model ideal behavior or mapping skills for students? g p g , p pp g preception and power issues.pp g reception and power issues.• A number of lower performing student pairs showed only partial

2) Ob d i h fi ld d i d f lik• A number of lower-performing student pairs showed only partial

2) Observe student in the field to determine degree of expert-likep g p y p

f h fi ld ( l d i b fi ) ThiResults: Interviews2) Observe student in the field to determine degree of expert-like coverage of the field area (purple data in above figure) This seems toResults: Interviewsb h i A th f id tif i t d t b h i th t

coverage of the field area (purple data in above figure). This seems to Results: Interviewsbehavior Are there ways of identifying student behaviors that may

g (p p g )i di t i h ll ith th t b i kill f fi ld iFrom video footage of expert and student interviews a number of general observationsbehavior. Are there ways of identifying student behaviors that may indicate on-going challenges with the most basic skills of field mapping:From video footage of expert and student interviews, a number of general observations

i di t l hi h t d t i dditi l i tindicate on going challenges with the most basic skills of field mapping: g p , g

indicate early on which students may require additional assistance or i t i l ti h i l fit i l d k id tifi tican be madeindicate early on which students may require additional assistance or orienteering, location, physical fitness, mineral and rock identification.can be made. specialized mentoring?

orienteering, location, physical fitness, mineral and rock identification.specialized mentoring? • Experts were able to encapsulate and map much of the area in two days thatp g • Experts were able to encapsulate and map much of the area in two days that pe ts we e ab e to e capsu ate a d ap uc o t e a ea two days t at

E t I t i d Ob ti lower performing students covered in five days (red data in above figure)Expert Interviews and Observations lower performing students covered in five days (red data in above figure).Expert Interviews and Observations p g y ( g )I l th t f d t h • Higher performing students covered most of the field area in the time allottedIn general the expert mappers were found to have: • Higher-performing students covered most of the field area in the time allotted In general, the expert mappers were found to have: g p g

( d i b fi )• A deep nderstanding of geologic principles and models (green data in above figure)• A deep understanding of geologic principles and models (green data in above figure).A deep understanding of geologic principles and models• Superior technical abilities (sketching compass use etc )• Superior technical abilities (sketching, compass use, etc.)p ( g, p , )

In addition experts tended to be:F t W k

In addition, experts tended to be: Expert mapping pair Future Work, p

M i d fl ibl i h i f iExpert mapping pair. Future Work

f • More strategic and flexible in their use of timei hp pp g p

Left: More strategic and flexible in their use of timeRight: In the course of this work we amassed a very large data set and we are onlyLeft:g

M ffi i t t l ti th l d ki fi ld b tiRight: In the course of this work we amassed a very large data set and we are only St dents • More efficient at locating themselves and making field observationsAn “e pert” y g yb i i h bj i 1 d 2 W i d i hi k hStudents

More efficient at locating themselves and making field observationsAn “expert” beginning to approach objectives 1 and 2 We intend to continue this work at theM lik l t k k t h d d ti t h d t dip beginning to approach objectives 1 and 2. We intend to continue this work at the examining • More likely to make sketches and draw cross-sections to enhance understandingmapper in

M 2011 Oli fi ld h l Ch t b d ill i t fexamining More likely to make sketches and draw cross sections to enhance understandingmapper in

May 2011 Oliver field school Changes to be made will incorporate some of ourt • More likely to describe geologic models seen elsewhere as a way to understand theth fi ld May 2011 Oliver field school. Changes to be made will incorporate some of our an outcrop. • More likely to describe geologic models seen elsewhere as a way to understand the the field.fi di ill i l d 3 d “b t ” b f th fi ld t i t

ou c op. o e e y to desc be geo og c ode s see e sew e e as a way to u de sta d t ee e d.findings; we will include a 3-day “boot camp” before the field camp to assistcurrent geologic problem findings; we will include a 3 day boot camp before the field camp to assist current geologic problemstudents in honing the most basic mapping skills (e g orienting location pacing

g g pstudents in honing the most basic mapping skills (e.g. orienting, location, pacing, Despite these qualities experts were often as challenged by the geology as students wereU i Fi ld S tti g pp g ( g g, , p g,Despite these qualities, experts were often as challenged by the geology as students were.Unique Field Setting sketching rock/mineral ID etc) We also plan to extend the camp to three weeks

p q , p g y g gyUnique Field Setting sketching, rock/mineral ID, etc). We also plan to extend the camp to three weeks.q gS d f h iddl 1

g, , ) p ph h dd i h f i l dStudents map parts of the middle 1 Issues that we hope to address in the future include:Students map parts of the middle 1 Student Interviews and Observations Issues that we hope to address in the future include:p p

E Whit L k d Sk hStudent Interviews and Observations p

Th ff f d i i d iEocene White Lake and Skaha S d h f d b i i • The effect of student pairing on student mappingEocene White Lake and Skaha Students who performed better on mapping exercises were: The effect of student pairing on student mappingF ti hi h

Students who performed better on mapping exercises were:Th i t b l i fi ld i t ti b t t i t d t dFormations, which are 2 3

p pp gM lik l k di ti ( il • The appropriate balance in field instruction between mentoring students andFormations, which are 2 3 • More likely to make predictions (not necessarily correct The appropriate balance in field instruction between mentoring students and

sedimentalogically interfingeredMore likely to make predictions (not necessarily correct

pro iding them opport nities to learn on their o nsedimentalogically interfingered b t ti l ki d t ti di ti ) providing them opportunities to learn on their own.sedimentalogically interfingered ones but actively making and testing predictions) providing them opportunities to learn on their own.volcanics and breccias

ones, but actively making and testing predictions).volcanics and breccias. • More likel to produce flexible field strategies (e g ere• More likely to produce flexible field strategies (e.g. wereMore likely to produce flexible field strategies (e.g. were

Acknowledgementsmore likely to change plans to follow interesting or AcknowledgementsE S d

more likely to change plans to follow interesting or gExpert Study

y g p gWe thank the Carl Wieman Science Education Initiative the Department ofExpert Study suggestive data or to stop work that appeared fruitless) We thank the Carl Wieman Science Education Initiative, the Department of

E t l t lsuggestive data or to stop work that appeared fruitless). , p

h d O S i d h l f S i C f f di hiExperts were completelygg p pp )

M lik l k k h i d di Students mapping in the field Earth and Ocean Sciences and the Faculty of Science at UBC for funding thisExperts were completely • More likely to make sketches to improve understanding Students mapping in the field. Earth and Ocean Sciences, and the Faculty of Science at UBC for funding this f ili ith th t i i t

More likely to make sketches to improve understanding. pp g y gh S i l h k i D K “Th ’ B ” Hi k Dunfamiliar with the terrain prior to

y p gresearch Special thanks to instructors Dr Ken “There’s a Bear” Hickey Drunfamiliar with the terrain prior to research. Special thanks to instructors Dr. Ken There s a Bear Hickey, Dr.

the mapping exercise Mappers were L P itt d TA M i C i k h k J H d J k Milt dthe mapping exercise. Mappers were Initial Interview Implications Lucy Porritt and TAs Moira Cruickshanks Jenny Haywood Jack Milton andpp g pp Initial Interview Implications Lucy Porritt and TAs Moira Cruickshanks, Jenny Haywood, Jack Milton and Regional Geology Map of the Whitepaired and each pair given two days to

pChanone R ane for participating in the e pert st d and assisting ith theRegional Geology Map of the White paired and each pair given two days to Based on these observations students would likely benefit from instruction that Chanone Ryane for participating in the expert study and assisting with theg gy pL k M i A ( lid d i

p p g yf h h hi

Based on these observations, students would likely benefit from instruction that Chanone Ryane for participating in the expert study and assisting with the Lake Mapping Area (solid red area ismap one of the three areas In this way, y

i i f i i i student interviews Discussions with E Riggs K Baker H Petcovic and JLake Mapping Area (solid red area is map one of the three areas. In this way, requires students to increase the amount of sketching and cross-section creation they do student interviews. Discussions with E. Riggs, K. Baker, H. Petcovic, and J. Map Area 1; dotted areas are

p yh f i “ ”

requires students to increase the amount of sketching and cross-section creation they do gg , , ,Map Area 1; dotted areas are the experts were performing a “true”q g y

i th fi ld ( i i 3D ti l kill ) E t d hi h f i t d t l Libarkin were also helpful We are also grateful to the many students who servedp ;

M i A 2 d 3)the experts were performing a true in the field (e g exercising 3D spatial skills) Experts and high-performing students also Libarkin were also helpful. We are also grateful to the many students who served Mapping Areas 2 and 3)iti t k th t th t

in the field (e.g. exercising 3D spatial skills). Experts and high performing students also p g yi i d illi i i i hi h

Mapping Areas 2 and 3).cognitive task one that they were not t d t k d t t di ti hil i th fi ld thi th t ld b i l d d as participants and willing guinea pigs in this researchcognitive task, one that they were not tend to make, and test, predictions while in the field, something that could be included as participants and willing guinea pigs in this research.able to plan in ad ance of the act al

tend to make, and test, predictions while in the field, something that could be included p p g g p gable to plan in advance of the actual explicitly as part of a mapping exercise or field based curriculum If you are interested in further discussion pleaseable to plan in advance of the actual explicitly as part of a mapping exercise or field-based curriculum. If you are interested in further discussion, please mapping exercise

explicitly as part of a mapping exercise or field based curriculum. contact me directly at: caulkins@eos ubc camapping exercise. contact me directly at: caulkins@eos.ubc.capp g