GC Insights: Designing for full-phase inquiry in virtual fieldwork – upper secondary school students’ exploration of extinction events
Abstract. When designing virtual field courses it is challenging to create a truly explorative course element. In relation to theories of student learning, this has been problematised, and more inquiry and student-centred virtual fieldwork has been proposed to allow for authentic exploration and engagement. Here, we outline the development of a full-phase inquiry virtual fieldwork activity using 360 videos with additional classroom tools that allows students to collect data, work out hypotheses independently, and combine with known science relationships to draw geologically viable conclusions.
Authors
- Lene Møller Madsen (ORCID: https://orcid.org/0000-0001-7149-9142)
- Robert H. Evans (ORCID: https://orcid.org/0000-0002-2415-6101)
- Ben Kennedy (ORCID: https://orcid.org/0000-0001-7235-6493)
- Nicolas Thibault (ORCID: https://orcid.org/0000-0003-4147-5531)
- Rie Hjørnegaard Malm (ORCID: https://orcid.org/0000-0002-4323-3491)
- Kasper Barslund Hansen (ORCID: https://orcid.org/0000-0003-4146-4824)
- Jesper Milàn (ORCID: https://orcid.org/0000-0002-9556-3177)
Institutions
- University of Copenhagen (DK)
- University of Canterbury (NZ)
- Environment Canterbury (NZ)
- University College Copenhagen (DK)
- National Museum of Denmark (DK)
- IT University of Copenhagen (DK)
Publication Details
- Published
- 2025-09-09
- DOI
- https://doi.org/10.5194/egusphere-2025-3899
- Primary Topic
- Geography Education and Pedagogy
- Type
- article
- Field-Weighted Citation Impact
- 0.00