Incorporating science communication and bicultural knowledge in teaching a blended volcanology course

Le résumé fourni par la source

Abstract. A variety of skills can be taught alongside course content. In the University of Canterbury third-year university course on magmatic systems and volcanology, we chose to focus on teaching bicultural competence and science communication while transforming the course to a more skills-based, flexible, flipped classroom model. We document the development process and measure student perceptions associated with these skills. We used two edX massive open online volcanology courses (MOOCs) as flexible skills-focussed learning resources to replace lectures and supplement hands-on laboratory and tutorial sessions to teach volcanology. We compare the flexible skills-focussed courses with baseline data from 2021, an initial iteration of the course which included interactive volcanology lectures, and an online Iceland virtual fieldtrip component. The new skills-focussed course was developed using the original 2021 interactive online Iceland virtual fieldtrip to create the two virtual fieldtrip-based MOOCs with new bicultural and science communication components. To achieve this, we used cultural advisors from connections through NZ research programs and kaiārahi (Māori learning advisors) from the University of Canterbury. In the course, these experts ensured appropriate cultural guidance at specific volcanic sites and appropriate assessments. Mātauranga (Māori knowledge) of volcanoes is included and taught by video of kōrero (oral knowledge) from members of local mana whenua in the areas that are visited in the course. In this paper we describe the development of a flipped classroom MOOC featuring bicultural competence and science communication skills, and we report students’ reflections on learning with a focus on bicultural competence and science communication. We analyse student reflections and comments from the two iterations of the online content by specifically coding for comments regarding skills learnt. Student responses to the question What did you learn in this course and why is it important to you and/or your potential career? showed a marked shift. Compared to 2021, in 2022 students’ reflections were more likely to highlight a skill rather than content, and there was a large increase in students who reported science communication or bicultural competence as a potential skill that would be useful to them. Student quotes from throughout the course and in response to the reflective question Has this course influenced your bicultural competence? are used to explore how and why these skills were valued by the students. These courses provide a freely available and potentially flexible model to teach bicultural and science communication skills alongside volcanology.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.