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Evaluating geoscience information systems in the classroom: A case study of Discover Our Earth

¹ Institute for the Study of the Continents (INSTOC), Cornell University, Ithaca, New York 14853, USA
² San Diego Supercomputer Center at the University of California, San Diego, California 92093, USA
³ INSTOC, Cornell University, Ithaca, New York 14853, USA

View larger version (83K): [in this window] [in a new window]   Figure 1. A: The Discover Our Earth educational system is accessed through http://www.discoverourearth.org. B: The Quick Use Earth Study Tool (QUEST) is accessed at http://discoverourearth.org/student/web_tools.html. The QUEST tool with requested maps is displayed in the filmstrip feature on the right. C: The earthquake data set selection window allows users to plot earthquakes according to time period, magnitude, hypocenter depth, and choose a color to plot them in. Users may also choose to plot the earthquake focal mechanisms.

View larger version (99K): [in this window] [in a new window]   Figure 2. Virtual experiments found at http://discoverourearth.org/student/web_tools.html. A: The Tectonics 1.0 tool allows users to explore continental drift by clicking on and dragging any continent to the desired location. Users may also rotate the continents using the rotation wheel. B: Viscosity is a virtual representation of the classic viscosity laboratory exercise. Here, users simulate the laboratory exercise by selecting materials of varying viscosity and then dropping virtual spheres through them in simulated graduated cylinders. C: Isostasy 2.0 includes two exercises that explore isostasy. In the introduction to isostasy, users can manipulate the height and density of a block as well as the density of the liquid that it sits in. In the applied isostasy lesson, users create cross sections of the crust and experiment with isostatic Moho. D: Geology Explorer 1.0 allows users to click on any location in the United States and to learn about the geology of that area.

View larger version (19K): [in this window] [in a new window]   Figure 3. A graph showing the average Hake factor (h) for the study and control groups in the Texas middle school assessment of learning. The Hake factor compares the actual score improvement to the possible score improvement. Note that the study group students improved slightly more (0.01) than their counterparts in the control group.

View larger version (23K): [in this window] [in a new window]   Figure 4. A graph showing the average Hake factor (h) of the pre-Advanced Placement (AP) students and the non-AP students (separated by group) in the Texas middle school study. Here, there was more variability between the average improvement scores by group. Note that the study group students on average experienced more improvement than the control group and that all pre-AP students improved more than the non-AP students.