Field Research as a Pedagogical Tool for Learning Hydrogeochemistry and Scientific-Writing Skills

Abstract

The main objectives of the advanced undergraduate applied hydrogeochemistry course at Eastern Connecticut State University include (1) thinking scientifically, (2) doing science, and (3) writing scientifically, all in the context of hydrogeochemistry. To these ends, students read and give presentations on scientific-journal articles, work collaboratively on a semester-long field-research project, and write a final formal report. The class is involved in every step of the research project from project design, sample collection and analysis, and data interpretation, to final report preparation. The course is process-oriented rather than task-oriented in an effort to concentrate on developing critical-thinking skills as opposed to learning “cookbook” techniques. Students who complete the course successfully take with them basic hydrogeochemical knowledge, collaborative research experience, and a report that they can show to employers or graduate schools as evidence of their writing ability. During the two years the course has been offered, student response has been overwhelmingly positive.