Caitlin N. Callahan

A Test of the Circumvention-of-Limits Hypothesis in Scientific Problem Solving: The Case of Geological Bedrock Mapping

Sources of individual differences in scientific problem solving were investigated. Participants representing a wide range of experience in geology completed tests of visuospatial ability and geological knowledge, and performed a geological bedrock mapping task, in which they attempted to infer the geological structure of an area in the Tobacco Root Mountains of Montana. A Visuospatial Ability × Geological Knowledge interaction was found, such that visuospatial ability positively predicted mapping performance at low, but not high, levels of geological knowledge. This finding suggests that high levels of domain knowledge may sometimes enable circumvention of performance limitations associated with cognitive abilities.

Use of cartographic images by expert and novice field geologists in planning fieldwork routes

ABSTRACT Topographic maps and aerial photographs are particularly useful when geoscientists are faced with fieldwork tasks such as selecting paths for observation, establishing sampling schemes, or defining field regions. These types of images are crucial in bedrock geologic mapping, a cognitively complex field-based problem-solving task. Geologic mapping requires the geologist to correctly identify rock types and three-dimensional bedrock structures from often partial or poor-quality outcrop data while navigating through unfamiliar terrain. This paper compares the walked routes of novice to expert geologists working in the field (n = 66) with the results of a route planning and navigation survey of a similar population of geologists (n = 77). Results show clearly that those geologists with previous mapping experience make quick and decisive determinations about field areas from available imagery and maps, regardless of whether they are or not physically present in the field area. Recognition of geologic features enabled experts to form and verbalize a specific plan for travel through a landscape based on those features. Novices were less likely to develop specific travel route plans and were less likely to identify critical landscape cues from aerial photographs.

Theoretical Perspectives on Increasing Recruitment and Retention of Underrepresented Students in the Geosciences.

ABSTRACT For decades, programs targeting the recruitment and retention of underrepresented minorities (URM) have had local success in broadening participation in the geosciences. Meanwhile, national graduation rates of URM geoscience majors fall below the national graduation rates of URM STEM majors, generally. In this literature review, we summarize methods used to investigate the efficacy of geoscience recruitment and retention programs, and we propose avenues of future investigation into why programs are successful. First, we categorize a decade of recent publications in the Journal of Geoscience Education (JGE) according to Astins Input–Environment–Output (IEO) model. This model offers a classification scheme to evaluate how inputs (e.g., student characteristics) and environment (e.g., program attributes) may influence desired outputs (e.g., results of programs). Next, we discuss a set of social, cognitive, and psychological theories that support deeper investigation into the reasons why recruitment and retention programs are successful with particular groups. There is an observable trend in the geoscience literature after 2009 toward interventions that include all components of the IEO model and random assignment (i.e., “natural experiments”). We argue that self-efficacy, identity, microaggressions, stereotype threat, and social cognitive career theory offer perspectives that can guide future programmatic interventions and support the geoscience community in broadening participation in the geosciences.