Preprints
https://doi.org/10.5194/egusphere-2025-3899
© Author(s) 2025. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/egusphere-2025-3899
© Author(s) 2025. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
09 Sep 2025
| 09 Sep 2025
Status: this preprint is open for discussion and under review for Geoscience Communication (GC).
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.
How to cite. Malm, R. H., Hansen, K. R. S., Evans, R., Madsen, L. M., Milán, J., Thibaut, N. R., and Kennedy, B.: GC Insights: Designing for full-phase inquiry in virtual fieldwork – upper secondary school students’ exploration of extinction events, EGUsphere [preprint], https://doi.org/10.5194/egusphere-2025-3899, 2025.
Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this paper. While Copernicus Publications makes every effort to include appropriate place names, the final responsibility lies with the authors. Views expressed in the text are those of the authors and do not necessarily reflect the views of the publisher.
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Department Science Education, University of Copenhagen, Copenhagen, 2200, Denmark
Kristen Rune Skalborg Hansen
KVUC - Copenhagen Adult Education Centre, Copenhagen, 1120, Denmark
Robert Evans
Department Science Education, University of Copenhagen, Copenhagen, 2200, Denmark
Lene Møller Madsen
Department Science Education, University of Copenhagen, Copenhagen, 2200, Denmark
Jesper Milán
KALK - East Zealand Museums, Faxe, 4640, Denmark
Nicolas Rudolph Thibaut
Department Department of Geosciences and Natural Resource Management, University of Copenhagen, Copenhagen, 1958, Denmark
Ben Kennedy
School of Earth and Environment, University of Canterbury, Christchurch, 8140, Aotearoa New Zealand
Short summary
This GC Insights presents a virtual fieldwork module integrating 360 videos and inquiry-based learning to support geoscience education at the upper secondary level. The design enables students to engage in authentic scientific practices, including data collection, interpretation, and hypothesis formation. The paper discusses how virtual environments can facilitate an exploratory learning and foster deeper conceptual understanding, when designed carefully as a full-phase inquiry lesson.
This GC Insights presents a virtual fieldwork module integrating 360 videos and inquiry-based...