How Students and Field Geologists Reason in Integrating Spatial Observations from Outcrops to Visualize a 3‐D Geological Structure
How Students and Field Geologists Reason in Integrating Spatial Observations from Outcrops to Visualize a 3‐D Geological Structure
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学生和现场地质学家如何推理整合露头的空间观测结果以可视化 3D 地质结构
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
L. S. Liben
中科院分区：
文献类型：
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作者：
K. Kastens;S. Agrawal;L. S. Liben
地质学家和本科生在一个实际规模的田野中观察到了8个人造“岩石露头”，然后试图想象一种地质结构，它可能是由一组露头中的层状岩石形成的。学生们在14个3-D模型中选择他们认为最能代表地质结构的模型，并进行录像，然后解释他们的选择。这篇论文的重点是学生如何从观察到推理进行推理。学生们利用对露头的位置、陡度(倾角)、方位(走向)、地层和相对于地形的位置的观察来推断结构是凸的还是凹的，是深的还是浅的，是对称的还是不对称的，是开放的还是封闭的，以及拉长的还是圆形的。平均而言，理科专业的学生提出的证据支持的声明数量是非理科专业学生的两倍多。理科专业的学生比非理科专业的学生产生了更多的有效推理线路，而选择了正确模型的学生比选择了错误模型的学生产生了更多的有效推理线路。明显的挑战包括确定适当的观察证据，结合多条推理路线，以及理解候选模型和全面结构之间的尺度关系。
Geologists and undergraduate students observed eight artificial “rock outcrops” in a realistically scaled field area, and then tried to envision a geological structure that might plausibly be formed by the layered rocks in the set of outcrops. Students were videotaped as they selected which of fourteen 3‐D models they thought best represented the geological structure and then explained their choice. The focus of this paper is on how students reasoned from observations to inferences. Students used observations of outcrops’ location, steepness (dip), orientation (strike), stratigraphy, and placement relative to topography to infer whether the structure was convex or concave, deep or shallow, symmetrical or asymmetrical, open or closed, and elongate or circular. On average, science majors produced more than twice as many evidence‐supported claims than did non‐science majors. Science majors produced more valid lines of reasoning than did non‐science majors, and students who selected a correct model produced more valid lines of reasoning than students who selected an erroneous model. Apparent challenges included identifying appropriate observational evidence, combining multiple lines of reasoning, and understanding the scale relationship between candidate models and the full‐scale structure.