The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.
A peer-reviewed article published in the Nordic Journal of STEM Education by Tor Einar Møller, Serianna Jeanette Kvarøy and Bjarte Hannisdal adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course at the Department of Earth Science, University of Bergen.
The data collection was carried out in 2019 by conducting a series of focus group interviews with the students at the end of the course.
The project was presented at ISSoTL21 with the title: "I didn't learn anything, I just struggled with programming: Student perception of computational practices in an earth science course".
Read the paper here
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