Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course

The article adresses students' response to the uncertainity they experienced when applying computational practices and active learning during a geobiology course.

SEED project
Studentenes læringsmiljø

iEarth Education Research Publication Series

Project: "Students' response to the introduction of active learning and computational practices in a bachelor-level earth science course"

 

Authors: Tor Einar Møller, Serianna Jeanette Kvarøy and Bjarte Hannisdal

 

Funding from iEarth: 75 000 NOK spring 2021

A peer-reviewed article published 24th January 2023 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".

Follow this link to get access to the PDF of the publication from the Nordic Journal of STEM Education

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Publisert
February 3, 2023
Sist opdatert
June 20, 2024