The Appalachian Geo-STEM Camp: Learning about Geology through Experiential Adventure Recreation
Authors
Burns, Robert, West Virginia University, Davis College of Agriculture, Natural Resources and Design, Morgantown, WV,
Robert.Burns@mail.wvu.edu, (304) 293-6781
Carter, Mark, AIPG MEM-3040, U.S. Geological Survey, Florence Bascom Geoscience Center, Reston, VA, mcarter@
usgs.gov, (804) 543-0486
Brock, John, U.S. Geological Survey, National Cooperative Geologic Mapping Program, Reston, VA
Leveque, Jonas, West Virginia University, College of Agriculture, Natural Resources and Design, Morgantown, WV
Bunse, Emily, Illinois State Geological Survey, Champaign, Illinois
Palaseanu-Lovejoy, Monica, U.S. Geological Survey, Geology, Minerals, Energy and Geophysics Science Center, Reston, VA Guala, Gerald, U.S. Geological Survey, Science Analytics and Synthesis, Reston, VA Harlan, Nathan, West Virginia University, Outdoor Adventure, Morgantown, WV Blake, Mitchel, West Virginia Geological and Economic Survey, Morgantown, WV
Moreira, Jasmine, West Virginia University, Davis College of Agriculture, Natural Resources and Design, Morgantown, WV Britton, Jim, West Virginia Geological and Economic Survey, Morgantown, WV Ashton, Kenny, West Virginia Geological and Economic Survey, Morgantown, WV Nugent, Barnes, West Virginia Geological and Economic Survey, Morgantown, WV Marketti, Michael, U.S. Geological Survey, National Cooperative Geologic Mapping Program, Reston, VA
Abstract The inaugural Appalachian Geo-STEM Camp (AGC) was a partnership between West Virginia University (WVU), the
U.S. Geological Survey (USGS) and the West Virginia Geological and Economic Survey (WVGES). Designed to engage high school students in geoscience-oriented Science, Technology, Engineering and Mathematics (STEM) activities through adventure-based outdoor recreation, the inaugural AGC took place in June 2018, with its base operations at the WVU Natural Resources Center (NRC), located northeast of Morgantown, West Virginia. The goals of the AGC are to increase the knowledge of the teenaged campers about the geological formations and biodiversity in the region, to acquaint them with geologic mapping technology used by USGS, WVGES, and WVU, and to foster interest in STEM-based careers. Nine students participated, with a cadre from the USGS, WVGES, and WVU teaching lessons in local geology and ecology. Inaugural-year efforts were focused on development and logistics of the camp and what activities best complimented the STEM research. Post-evaluations by the participants were generally favorable. Year-two goals are to fully develop a curriculum and conduct a thorough pre-camp and post-camp participant survey to quantify learning objectives and guide the sustainability of the effort.
Introduction
As the United States works to maintain pace in Science, Technology, Engineering and Mathematics (STEM) education with its international peers (DeJarnette, N.K., 2012; National Research Council, 2010), new and innovative methods should be considered. One such method is informal STEM education (ISE) (Bell et. al, 2016; Falk and Dierking, 2018; Hanushek et al., 2012) – a methodology of STEM learning via informal methods and in informal settings. Venues for this style of Place-Based Education (PBE) include museums, parks, zoos, libraries, nature centers, etc. Programs are offered in con- junction with organizations such as health-related and gov-
www.aipg.org
ernment agencies, environmental groups, and universities. The use of PBE, though not new, can be used in today’s en- vironment to increase STEM knowledge of K-12 students in the US and elsewhere (Kellog et al., 2016; Nadelson et al., 2014; Smith, 2002). As suggested by Sobel (2004), PBE is the process of learning by understanding the interconnectedness of the environment in which students are learning. Maltese and Tai (2011), Bean et al. (2016), and Sahin et
al. (2017) suggested that adolescent children can benefit from solving scientific problems in an experiential setting where they are able to learn in natural or other “real-world” environ- ments. Significant research also suggests children have posi- tive learning experiences while participating in leisure ac-
Apr.May.Jun 2019 • TPG 27
Peer-Review Article
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