Inquiry in the Physical Geology Classroom: Supporting Students' Conceptual Model Development Academic Article uri icon


  • This study characterizes the impact of an inquiry-based learning (IBL) module versus a traditionally structured laboratory exercise. Laboratory sections were randomized into experimental and control groups. The experimental group was taught using IBL pedagogical techniques and included manipulation of large-scale data-sets, use of multiple representations and a physical model and exposure to ill-constrained problems common to the Texas Gulf Coast. The control groups were taught using traditional laboratory activities. The groups were not significantly different prior to exposure. Pre/post-expressed conceptual models and final written reports indicate that the experimental group had greater increases in their conceptual model development of sand-sediment transport. 2010 Taylor & Francis.

published proceedings


author list (cited authors)

  • Miller, H. R., McNeal, K. S., & Herbert, B. E.

citation count

  • 13

complete list of authors

  • Miller, Heather R||McNeal, Karen S||Herbert, Bruce E

publication date

  • January 2010