Articles | Volume 4, issue 2
https://doi.org/10.5194/gc-4-233-2021
© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-4-233-2021
© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning
School of Geoscience, University of Aberdeen, King's College,
Aberdeen AB24 3UE, UK
Adam J. Cawood
School of Geoscience, University of Aberdeen, King's College,
Aberdeen AB24 3UE, UK
Southwest Research Institute, 6220 Culebra Rd, San Antonio, Texas 78238, USA
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Raman spectroscopy of carbon-bearing rocks is often used to calculate peak temperatures and therefore burial history. However, strain is known to affect Raman spectral parameters. We investigate a series of deformed rocks that have been subjected to varying degrees of strain and find that there is a consistent change in some parameters in the most strained rocks, while other parameters are not affected by strain. We apply temperature calculations and find that strain affects them differently.
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Short summary
Virtual outcrop models are increasingly used in geoscience teaching, but their efficacy as a training tool for 3D thinking has been little tested. We find that using a virtual outcrop increases the participants' ability to choose the correct geological block model. That virtual outcrops are viewed positively, but only in a blended learning environment and not as a replacement for fieldwork, and virtual outcrop use could improve equality, diversity and inclusivity in geoscience.
Virtual outcrop models are increasingly used in geoscience teaching, but their efficacy as a...
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