Measuring novice-expert sense of place for a far-away place: Implications for geoscience instruction.

Individuals usually develop a sense of place through lived experiences or travel. Here we introduce new and innovative tools to measure sense of place for remote, far-away locations, such as Greenland. We apply this methodology within place-based education to study whether we can distinguish a sense of place between those who have visited Greenland or are otherwise strongly connected to the place from those who never visited. Place-based education research indicates that an increased sense of place has a positive effect on learning outcomes. Thus, we hypothesize that vicarious experiences with a place result in a measurably stronger sense of place when compared to the sense of place of those who have not experienced the place directly. We studied two distinct groups; the first are people with a strong Greenland connection (experts, n = 93). The second are students who have never been there (novices, n = 142). Using i) emotional value attribution of words, ii) thematic analysis of phrases and iii) categorization of words, we show significant differences between novice's and expert's use of words and phrases to describe Greenland as a proxy of sense of place. Emotional value of words revealed statistically significant differences between experts and novices such as word power (dominance), feeling pleasantness (valence), and degree of arousal evoked by the word. While both groups have an overall positive impression of Greenland, 31% of novices express a neutral view with little to no awareness of Greenland (experts 4% neutral). We found differences between experts and novices along dimensions such as natural features; cultural attributes; people of Greenland; concerns, importance, or interest in and feeling connected to Greenland. Experts exhibit more complex place attributes, frequently using emotional words, while novices present a superficial picture of Greenland. Engaging with virtual environments may shift novice learners to a more expert-like sense of place, for a far-away places like Greenland, thus, we suggest virtual field trips can supplement geoscience teaching of concepts in far-away places like Greenland and beyond.

A resource for understanding and evaluating outcomes of undergraduate field experiences.

Undergraduate field experiences (UFEs) are a prominent element of science education across many disciplines; however, empirical data regarding the outcomes are often limited. UFEs are unique in that they typically take place in a field setting, are often interdisciplinary, and include diverse students. UFEs range from courses, to field trips, to residential research experiences, and thereby have the potential to yield a plethora of outcomes for undergraduate participants. The UFE community has expressed interest in better understanding how to assess the outcomes of UFEs. In response, we developed a guide for practitioners to use when assessing their UFE that promotes an evidence-based, systematic, iterative approach. This essay guides practitioners through the steps of: identifying intended UFE outcomes, considering contextual factors, determining an assessment approach, and using the information gained to inform next steps. We provide a table of common learning outcomes with aligned assessment tools, and vignettes to illustrate using the assessment guide. We aim to support comprehensive, informed assessment of UFEs, thus leading to more inclusive and reflective UFE design, and ultimately improved student outcomes. We urge practitioners to move toward evidence-based advocacy for continued support of UFEs.