1), dust geochemistry, isotopes and micropalaeontology (Scott et al., 1991 Shi et al., 1998Shi et al.,, 2000Shi et al.,, 2001Stuut et al., 2002 Farmer et al., 2005 Dupont et al., 2008) and terrestrial records like stalagmites, geomorphology, and archaeology (e.g., Stokes et al., 1997 Stute and Talma, 1998 Brook et al., 1999Brook et al.,, 2011Brook et al.,, 2015Thomas and Shaw, 2002 Eitel et al., 2005 Heine, 2005 Srivastava et al., 2005 Chase et al., 2009Chase et al.,, 2011Thomas and Burrough, 2012 Sletten et al., 2013 Marais et al., 2015 Railsback et al., 2016Railsback et al.,, 2018 Railsback et al.,, 2019Voarintsoa et al., 2017 Kinahan, 2018 Schüller et al., 2018).
Early reconstructions of palaeoclimatic conditions during the Holocene in the Namib Desert and surroundings were based on microfaunal studies, geomorphological research and radiocarbon dating of inclusions in riverine deposits and dunes (e.g., Brain and Brain, 1977 Heine, 1982 Vogel and Rust, 1987 Lancaster and Teller, 1988 Vogel, 1989), followed by studies on Atlantic Ocean pollen from marine boreholes (Fig. The 4.2 ka event was characterized by significant aridity at low-and mid-latitudes (Thompson et al., 2002 Kröpelin et al., 2008 Liu and Feng, 2012 Zielhofer et al., 2017), whereas the climate was relatively moist at middle and high latitudes (Menounos et al., 2008 Chase et al., 2009 Jordan et al., 2017), demonstrating a significant spatial divergence in the response to the 4.2 ka event between different regions (Railsback et al., 2018 Railsback et al., 2022), as well as differences in its timing and structural characteristics. The 4.2 ka event was first identified in the 1990s, based on evidence from geological records from Mesopotamia (Cullen et al., 2000 Bar-Matthews et al., 2003), the Nile valley (Stanley et al., 2003 Arz et al., 2006), Indus valley (Staubwasser et al., 2003 Prasad and Enzel, 2006 Dixit et al., 2014), European caves (Drysdale et al., 2006), North American peat deposits (Booth et al., 2004), North Atlantic deep-sea sediments (Bond et al., 1997), and East Asian stalagmites (Wang et al., 2005 Cai et al., 2021). Using this guide, teachers can get their students out to the Earth, experiencing the Earth, and learning geologic concepts and skills first-hand. Scientific information is included for each stop for teachers to know and teach to their students. The guide includes maps, descriptions of the drive from stop to stop, safety measures, and activities. These concepts are also linked to the Idaho State Achievement Standards for Education in Science.
Concepts covered include river features, hot springs and geothermal activity, the Bonneville Flood, weathering and erosion, fossils, oolites deposits, petroglyphs, volcanism, and GPS and mapping. There are eight stops on this field trip. Teachers using this guide may take this specific field trip or adapt the activities in the guide to create a field trip in their own area. The field trip focuses in southwestern Idaho, with the trip starting in Wilder, Idaho, proceeding through Marsing and Murphy to the Shoofly oolite beds and then a leg to Wilder. The field trip guide presented as part of this thesis is meant to reduce some of those obstacles for teachers. Many teachers don't take field trips due to lack of planning time, funding, transportation, and/or resources for assistance.
Outdoor learning is not meant to replace classroom learning, but to enhance it. While some experiences can be brought into the classroom to help with student learning, the learning should not be confined to the classroom. It has been shown through research that field trips improve student attitudes toward science, student learning in science, and their attitude toward the environment. One way to accomplish this for the Earth Sciences is to get them into the field where they can experience the environment first hand. Earth Science teachers need ways to excite their students about learning.
0 kommentar(er)
